There's a call for chapters/ essays for a book (to be published by ACRL) on critical pedagogy in teaching information literacy. The editors write "We are seeking short chapters on using critical pedagogy in lesson design and other components of teaching to compile in a practical, accessible handbook for library instructors.... A criticism of critical theory and critical pedagogy is that the discourse is designed around those with the privilege to contemplate ideas at length, but not really helpful for the practitioner who might have fewer resources (e.g., financial resources, time) to adapt theory into practice. As a response, this book will provide practical tools and activities to integrate critical pedagogy into library instruction. Short chapters introducing key ideas will alternate with lesson plans and workbook activities where readers will reflect on their own practice or walk through the steps to alter an existing teaching activity." Proposals have to be submitted by 31 March 2015. See http://critlib.tumblr.com/CFP for more details
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Do you incorporate critical pedagogy into your library instruction? We are seeking short chapters on using critical pedagogy in lesson design and other components of teaching to compile in a practical, accessible handbook for library instructors. Our publisher is ACRL Press.
A criticism of critical theory and critical pedagogy is that the discourse is designed around those with the privilege to contemplate ideas at length, but not really helpful for the practitioner who might have fewer resources (e.g., financial resources, time) to adapt theory into practice.
As a response, this book will provide practical tools and activities to integrate critical pedagogy into library instruction. Short chapters introducing key ideas will alternate with lesson plans and workbook activities where readers will reflect on their own practice or walk through the steps to alter an existing teaching activity. This approach reflects our belief that all librarians can incorporate critical pedagogy into their teaching. One does not need to be an expert in critical theory to get started, but every teaching activity is an opportunity to reflect, learn, and incorporate theory into one’s practice.
We welcome proposals from anyone who teaches using critical pedagogies, whether in academic, public, or community libraries. We encourage proposals from individuals who belong to communities historically underrepresented in librarianship, and from those who work with learners from marginalized communities. Examples of types of chapters/papers we will include:
Essays
Essays (~1000-2500 words) on topics such as:
- the importance of critical pedagogy (or feminist pedagogy, etc.) within the library instruction curriculum
- applying theory to practice (praxis)
- criticism of critical pedagogy, and what can practitioners do to re-envision it
- application of the work of a particular theorist to a practical scenario
- personal experiences learning about and incorporating critical pedagogy into your teaching
- the potential for (or incompatibility of) critical pedagogy and the one-shot
- teaching info lit while facing neoliberalism and “knowledge economies,” through the belief that critical pedagogy and teaching marketable skills (particularly for marginalized groups) are mutually exclusive
- viewpoints on incorporating critical pedagogy into assessment, or assessment into critical pedagogy
- book reviews intended to encourage and support practitioners to pick up classics in the field
- Lesson plans or activities
Lesson plans or activities (~1000-2000 words) will be materials that practitioners can incorporate into their teaching. Manuscripts for this type of chapter should include:
- Title
- Setting (including audience, type of library, related subject or class being taught in if disciplinary outside of the library)
- Goals or learning objectives
- Description of the lesson or activity and how critical pedagogy is incorporated
- Suggestions on how it can be adapted
- Reflection on the use of critical pedagogy and if it’s tied to any theory
- Workbook-style activities, reflection, and practice
Inspired by works such as Kate Bornstein’s My New Gender Workbook, workbook-style activities, reflection, and/or practice (~500-1000 words) will give practitioners structured ways to process complex ideas, reflect on personal practice, and apply new ideas to their practice.
Manuscripts for this type of chapter should include:
Title
Goals
Description of the activity
Brief explanation of how completing this activity will help a practitioner understand some aspect of critical pedagogy, transform a lesson, or reflect on their praxis
Please send the following to Kelly McElroy and Nicole Pagowsky, editors, at critlib@gmail.com by March 31, 2015:
Abstract proposal: Up to 500 words describing what you would intend to submit for this book
Writing sample (an article, a blog, anything is fine that will reflect the style you intend to write in for this book)
Author CVs or resumes
Notifications will be sent out by May 15th, 2015. Manuscript deadlines will be staggered and agreed upon between the editors and authors, with a final deadline of December 2015 to have the book published in 2016.
