Résumés
Abstract
Using our work together on an upper-level undergraduate English course as an example, we illustrate that a just combination of librarian and faculty skills and labor, made visible to each other and to students, creates the conditions to enact a transformative student-centered pedagogical approach with special collections as a site of learning and activism. However, we first had to recognize, reflect on, and reject the power dynamics that pervade librarian-faculty collaboration. We will expound on our shared critique of power within the neoliberal corporatized academy that helped us get beyond the conventional librarian-faculty teaching partnership to experiment with critical pedagogies of possibility and enact a feminist praxis; modeling and cultivating interdependent confidence and vulnerability to empower students to be free and creative thinkers.
Keywords:
- Black feminist thought,
- critical librarianship,
- librarian-faculty collaboration,
- pedagogy,
- special collections
Résumé
En se servant de notre collaboration dans le cadre d'un cours d'anglais de premier cycle à titre d’exemple, où la salle de classe des collections spéciales sert de site d'apprentissage et d'activisme, nous démontrons qu'une juste combinaison des compétences et du travail des bibliothécaires et des enseignants, rendus visibles les uns aux autres et aux étudiants, crée les conditions nécessaires pour mettre en oeuvre une approche pédagogique transformatrice centrée sur l'étudiant. Cependant, nous avons d'abord dû reconnaître, réfléchir à et rejeter les dynamiques de pouvoir qui imprègnent la collaboration entre bibliothécaires et professeur.e.s. Nous exposons notre critique commune du pouvoir au sein de l'académie néolibérale corporatisée qui nous a aidées à outrepasser le partenariat conventionnel entre bibliothécaire et professeur pour ensuite expérimenter des pédagogies critiques transformatives ainsi qu’une praxis féministe et modeler et cultiver la confiance et la vulnérabilité interdépendantes, permettant aux étudiants d’agir en penseurs libres et créatifs.
Mots-clés :
- bibliothéconomie critique,
- collaboration bibliothécaire-professeur.e,
- collections spéciales,
- pédagogie,
- pensée féministe Noire
Parties annexes
Bibliography
- Association of College and Research Libraries (ACRL). 2000. Information Literacy
- Competency Standards for Higher Education. Chicago: ACRL. https://alair.ala.org/handle/11213/7668
- Association of College and Research Libraries (ACRL). 2016. Framework for Information Literacy for Higher Education. Chicago: ACRL. http://www.ala.org/acrl/files/issues/infolit/framework.pdf
- The Bible in Englyshe. Rouen, France.
- Alexander, M. Jacqui. 2005. Pedagogies of Crossing: Meditations on Feminism, Sexual Politics, Memory, and the Sacred. Durham: Duke University Press.
- Becker, Jill K., Samantha Bishop Simmons, Natalie Fox, Andi Back, and Betsaida M. Reyes. 2022. “Incentivizing Information Literacy Integration: A Case Study on Faculty-Librarian Collaboration.” Communications in Information Literacy 16, no. 2: 167-181. https://doi.org/10.15760/comminfolit.2022.16.2.5
- Biggs, Mary. 1981. “Sources of Tension and Conflict between Librarians and Faculty.” The Journal of Higher Education 52, no. 2: 182–201. https://doi.org/10.2307/1981090
- Bivens-Tatum, Wayne. 2012. Libraries and the Enlightenment. Los Angeles: Library Juice Press.
- Caputo, Franco. 2018. “Great Bible Chronology.” ENGL3430 Student Project, George Washington University.
- Christine de Pizan. 1998. Book of the City of Ladies. Trans. Earl Jeffrey Richards. New York: Persea Press.
- Coates, Ta-Nehisi. 2015. Between the World and Me. New York: Spiegel & Grau.
- de jesus, nina. 2014. “Locating the Library in Institutional Oppression.” In the Library with the Lead Pipe. September 24, 2014. https://www.inthelibrarywiththeleadpipe.org/2014/locating-the-library-in-institutional-oppression/
- Downey, Annie. 2016. Critical Information Literacy: Foundations, Inspiration, and Ideas. Sacramento, CA: Library Juice Press.
- Drabinski, Emily. 2014. “Toward a Kairos of Library Instruction.” The Journal of Academic Librarianship 40, no. 5: 480-485. https://digitalcommons.liu.edu/brooklyn_libfacpubs/16
- Drabinski, Emily. 2019. “What is Critical about Critical Librarianship?” Art Libraries Journal 44, no. 2: 49-57. https://doi.org/10.1017/alj.2019.3
- Eisenhower, Cathy, and Dolsy Smith. 2009. “The Library as ‘Stuck Place’: Critical Pedagogy in the Corporate University.” In Critical Library Instruction: Theories and Methods, edited by Maria T. Accardi, Emily Drabinski, and Alana Kumbier, 305–18. Duluth, MN: Library Juice Press. https://scholarspace.library.gwu.edu/concern/gw_works/qv33rx376
- Ellsworth, Elizabeth. 1997. Teaching Positions: Difference, Pedagogy, and the Power of Address. New York: Teachers College Press.
- Fister, Barbara. 2010. “Trumping Ownership with Open Access: A Manifesto.” Library Journal, April 1, 2010. https://barbarafister.net/cv/liberation-bibliography/
- Fuentes, Marissa. 2016. Dispossessed Lives: Enslaved Women, Violence, and the Archive. Philadelphia: University of Pennsylvania Press.
- Gumbs, Alexis Pauline. 2014. “Nobody Mean More: Black Feminist Pedagogy and Solidarity.” In The Imperial University: Academic Repression and Scholarly Dissent, edited by Piya Chatterjee and Sunaina Maira, 237-59. Minneapolis: University of Minnesota Press.
- Harris, Jonathan Gil. 2009. Untimely Matter in the Time of Shakespeare. Philadelphia: University of Pennsylvania Press.
- Jordan, June. 1988. “Nobody Mean More to Me Than You And the Future Life of Willie Jordan.” Harvard Educational Review 58, no. 3: 363-375. https://doi.org/10.17763/haer.58.3.d171833kp7v732j1
- Julien, H., and Pecoskie, J. L. 2009. “Librarians’ experiences of the teaching role: Grounded in campus relationships.” Library and Information Science Research 31, no. 3: 149-154. https://doi.org/10.1016/j.lisr.2009.03.005
- Ketchum, David H. 2020. “Introduction: Critical Librarianship.” Advances in Library Administration and Organization 41: 1-3. https://doi.org/10.1108/S0732-067120200000041001
- Lather, Patti. 1998. “Critical Pedagogy and its Complicities.” Educational Theory 48, no. 4: 487-97. https://doi.org/10.1111/j.1741-5446.1998.00487.x
- Lorde, Audre. 1997. The Collected Poems of Audre Lorde. New York: W.W. Norton.
- Luther, Martin. 1543. Von den Iüden vnd iren Lügen. Wittenberg, Germany.
- Maruca, Lisa and Kate Ozment. 2022. “What is Critical Bibliography?” Criticism 64, no. 3: 231-36. https://digitalcommons.wayne.edu/criticism/vol64/iss3/1
- McGuinness, Claire. 2006. “What faculty think–exploring the barriers to information literacy development in undergraduate education.” The Journal of Academic Librarianship 32, no. 6: 573-582. https://doi.org/10.1016/j.acalib.2006.06.002
- Meulemans, Yvonne Nalani and Allison Carr. 2013. “Not at Your Service: Building Genuine Faculty-Librarian Partnerships.” Reference Services Review 41 (1): 80-90. https://doi.org/10.1108/00907321311300893.
- Morrison, Toni. 1992. Playing in the Dark. Cambridge, MA: Harvard University Press.
- Nicholson, Karen P. 2021. “Spatial Thinking, Gender and Immaterial Affective Labour in the Post-Fordist Academic Library.” Journal of Documentation 78, no. 1: 96–112. https://doi.org/10.1108/JD-11-2020-0194
- O’Connor, Lisa. 2009. “Information Literacy as Professional Legitimation: A Critical Analysis.” Journal of Education for Library and Information Science 50, no. 2: 79–89. http://www.jstor.org/stable/40732566.
- Perez-Stable, Maria A., Judith M. Arnold, LuMarie F. Guth, and Patricia Fravel Vander Meer. 2020. “From Service Role to Partnership: Faculty Voices on Collaboration with Librarians.” portal: Libraries and the Academy 20, no. 1: 49-72. https://doi.org/10.1353/pla.2020.0004
- Prynne, William. 1629. God, No Imposter, No Deluder. London, England.
- Raynalde, Thomas. 1604. The Birth of Mankind, otherwise named the Woman’s Booke. London, England.
- Rojas Derazo, Ana Clarissa. 2014. “Decolonizing Chicano Studies in the Shadows of the University’s ‘heteropatriracial’ Order.” In The Imperial University: Academic Repression and Scholarly Dissent, edited by Piya Chatterjee and Sunaina Maira, 187-214. Minneapolis: University of Minnesota Press.
- Society of American Archivists (SAA) and Association of College and Research Libraries (ACRL). 2018. Guidelines for Primary Source Literacy. SAA-ACRL/RBMS Joint Task Force on the Development of Guidelines for Primary Source Literacy (JTF-PSL): https://www2.archivists.org/sites/all/files/GuidelinesForPrimarySourceLiteracy-June2018.pdf
- Sanborn, Laura. 2005. “Perspectives on… improving library instruction: Faculty collaboration.” The Journal of Academic Librarianship 31, no. 5: 477-481. https://doi.org/10.1016/j.acalib.2005.05.010
- Saunders, Laura. 2013. “Culture and Collaboration: Fostering Integration of Information Literacy by Speaking the Language of Faculty.” Imagine, Innovate, Inspire: The Proceedings of the Association of College and Research Libraries. (ACRL) Conference. Ed. Dawn M. Mueller, Chicago: ACRL. http://hdl.handle.net/11213/18084
- Saunders, Laura. 2012. “Faculty Perspectives on Information Literacy as a Student Learning Outcome.” The Journal of Academic Librarianship 38, no. 4: 226-236. https://doi.org/10.1016/j.acalib.2012.06.001
- Sheary, Ed. 2015. “Sondley Reference Library: What’s That?” Heard Tell, February 20, 2015. https://specialcollections.buncombecounty.org/2015/02/20/sondley-reference-library-whats-that/
- Smith, John. 1624. The Generall Historie of Virginia, New England, and the Summer Islands. London, England: Printed by John Dawson and John Haviland for Michael Sparkes.
- Spenser, Edmund. 1611. The Faerie Qveen; The Shepheards Calendar; Together with the Other Works. Collected into one volume, and carefully corrected. London: Printed by H.L. for Mathew Lownes.
- Stuckey, Amanda. 2022. “Access in Book History Methodology and Pedagogy: Report from the ‘Touch to See’ Workshop.” Criticism: Vol. 64: Iss. 3, Article 11. https://digitalcommons.wayne.edu/criticism/vol64/iss3/11
- Topsell, Edward. 1664. The History of Four-footed Beasts and Serpents. London: Printed by E. Cotes, G. Sawbridge, T. Williams and T. Johnson.
- Vander Meer, Patricia Fravel, Maria A. Perez-Stable, and Dianna E. Sachs. 2012. “Framing a Strategy: Exploring Faculty Attitudes toward Library Instruction and Technology Preferences to Enhance Information Literacy.” Reference and User Services Quarterly 52, no. 2: 109-122. https://www.jstor.org/stable/refuseserq.52.2.109
- Walter, Scott. 2018. “Communicating Value through Strategic Engagement: Promoting Awareness of the ‘Value of Libraries’ through Alignment across Academic, Student, and Administrative Affairs.” Library Management 39, no. 3/4: 154-165. https://doi.org/10.1108/LM-09-2017-0093
- Werner, Sarah. 2014. “Seminar: Books and Early Modern Culture.” Syllabus, Folger Shakespeare Library. http://dx.doi.org/10.17613/wry2-y384.
- Wishkoski, R., Lundstrom, K., & Davis, E. 2018. “Librarians in the Lead: A Case for Interdisciplinary Faculty Collaboration on Assignment Design.” Communications in Information Literacy 12, no. 2: 166-192. https://doi.org/10.15760/comminfolit.2018.12.2.7