|
Hurry - Only 4 left in stock!
|
Inclusive and equity-minded pedagogy is inspired by a rich array of theories including Black feminist thought, critical race theory, cultural humility, cultural competence, disabilities studies, universal design for learning, and critical information literacy. When we base our instruction on inclusive and equitable pedagogies, we endeavor to connect authentically with students as well as to connect classroom learning to the context of their lives. We share power with students, centering them and their varied learning preferences, and strive to create a culture of care, empathy, and humility both in and out of the classroom. When we clearly share our objectives and expectations for a learning experience, students may better understand us and the learning context we aspire to create.
In Exploring Inclusive & Equitable Pedagogies: Creating Space for All Learners, seven thorough sections across two volumes examine:
Inclusive and equity-minded pedagogy is inspired by a rich array of theories including Black feminist thought, critical race theory, cultural humility, cultural competence, disabilities studies, universal design for learning, and critical information literacy. When we base our instruction on inclusive and equitable pedagogies, we endeavor to connect authentically with students as well as to connect classroom learning to the context of their lives. We share power with students, centering them and their varied learning preferences, and strive to create a culture of care, empathy, and humility both in and out of the classroom. When we clearly share our objectives and expectations for a learning experience, students may better understand us and the learning context we aspire to create.
In Exploring Inclusive & Equitable Pedagogies: Creating Space for All Learners, seven thorough sections across two volumes examine:
Robin Brown, BSFS, MLS, MA is professor and head of public
services for the library at Borough of Manhattan Community College
(CUNY). She identifies as a person with disabilities and has
published significant work on universal design for learning and
disabilities studies. She identifies as a white, cis gender person
and acknowledges that she has benefited from privileges on many
different levels.
Elizabeth Foster, MSLS, is the social sciences data
librarian at the University of Chicago. She serves as the subject
expert for sociology and provides research and instructional
support for data-driven research. Her research interests include
anti-racist pedagogy, reflective practice, and data privacy.
Melissa N. Mallon (she/her), MLIS, is associate university
librarian for teaching & learning at Vanderbilt University. She has
published, presented, and taught professional development courses
in the areas of online learning, instructional design, and the
impact of information and digital literacies on student learning.
Her previous books include Partners in Teaching & Learning:
Coordinating a Successful Academic Library Instruction Program
(2020); The Pivotal Role of Academic Librarians in Digital Learning
(2018); and the co-edited volume, The Grounded Instruction
Librarian: Participating in the Scholarship of Teaching & Learning
(2019). Positionality Statement: I identify as a white,
cis-gendered woman, which affords me an acknowledged place of
privilege. Through my teaching and research, I strive to use this
privilege to give voice to those that may be underrepresented or
unheard in both libraries and higher education. I strive to lead
with empathy and humility, and endeavor to not stop listening and
learning.
Jane Nichols provides research and instructional support as
a humanities librarian and a liaison to the Undergrad Research &
Writing Center at Oregon State University. Reflecting the variety
of roles she has taken over her career, she has published and
presented on myriad topics aimed at improving library services and
spaces for all. Her scholarship extends to editing “The Americas”
volume of Women’s Lives around the World: A Global Encyclopedia. A
white, cis-gendered queer lesbian, she lives and works in the
traditional homelands of the Marys River or Ampinefu Band of
Kalapuya.
Ariana Santiago (she/her) is the head of open education
services at the University of Houston Libraries. She has published,
presented, and contributed professional service in the areas of
open educational resources, information literacy, and library
outreach. Ariana earned an M.A. in applied learning and instruction
from the University of Central Florida and an M.A. in library and
information science from the University of South Florida.
Maura Seale is the history librarian at the University of
Michigan, providing research and instructional support for students
and faculty in the history department. Maura holds an M.S.I. from
the University of Michigan School of Information, an M.A. in
American studies from the University of Minnesota, and a graduate
certificate in digital public humanities from George Mason
University. Her research focuses on critical librarianship, library
pedagogy, political economy and labor in libraries, and race and
gender in libraries. She is the co-editor, with Karen P. Nicholson,
of The Politics of Theory in the Practice of Critical Librarianship
(2018). Her work can be found at www.mauraseale.org and she
welcomes comments via @mauraseale.
|
Ask a Question About this Product More... |
|
