Subjects
critical pedagogy, critical self-reflection, conocimiento, Critical Library Instruction
Document Type
Perspective
Abstract
The opportunity to expand pedagogy is an especially good thing for library educators, particularly when library professionals do not have formal training as teachers and instructors. We have a responsibility to ourselves and our students to grow intellectually and share growth and new knowledge with others. We should be promoting and practicing critical self-reflection and thinking critically about and even critiquing the information we consume and the sources from which it originates. This is an ongoing and iterative process that requires that we consistently read and remain abreast of new and interdisciplinary ideas that can challenge and inform our practice. This perspective essay details my personal journey of critical self-reflection, or conocimiento, that facilitated the strengthening and deepening of my critical library instruction and pedagogy.
DOI
10.15760/comminfolit.2020.14.1.7
Persistent Identifier
https://archives.pdx.edu/ds/psu/33125
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 4.0 License.
Recommended Citation
Cooke, N. A. (2020). Critical Library Instruction as a Pedagogical Tool. Communications in Information Literacy, 14 (1), 86-96. https://doi.org/10.15760/comminfolit.2020.14.1.7