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It emphasizes continuous critical self-reflection and critical thinking about the information consumed and the sources it comes from. Through an iterative reading process and engagement with interdisciplinary ideas, the author describes a personal journey of critical self-reflection (conocimiento) that strengthens and deepens critical library instruction and pedagogy.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":15,"@type":76,"position":81},"https://docshare.wps.com/document/literature/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/critical-library-instruction-as-a-pedagogical-tool-article-7/599130/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/critical-library-instruction-as-a-pedagogical-tool-article-7/599130.png","ImageObject",300,407,{"name":92,"@type":93},"kopisore","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-21","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":81},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"Why does the essay emphasize expanding pedagogy for library educators?","Question",{"text":112,"@type":113},"It highlights the responsibility of library educators to themselves and their students to grow intellectually and share knowledge, even when they do not have formal training as teachers and instructors.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What role does critical self-reflection play in the author’s approach?",{"text":117,"@type":113},"Critical self-reflection is presented as an ongoing, iterative practice that supports critical thinking about information and its origins, and it strengthens the author’s critical library instruction.",{"name":119,"@type":110,"acceptedAnswer":120},"How did Critical Library Instruction: Theories and Methods (CLI) influence the author?",{"text":121,"@type":113},"The author describes CLI as groundbreaking for introducing critical theory and naming an existing body of conversations, providing permission to extend them and encouraging critical questions about information and its broader contexts.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},599130,1792360665,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":14,"category_name":15,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":81,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},962090880963,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","Communications in Information Literacy  \n\n| Volume 14  Issue 1 | Article 7 |\n| --- | --- |\n| 6-2020\u003Cbr>Critical Library Instruction as a Pedagogical Tool\u003Cbr>Nicole A. Cooke\u003Cbr>University of South Carolina, [Ncooke@mailbox.sc.edu](Ncooke@mailbox.sc.edu)\u003Cbr>Follow this and additional works at: [https://pdxscholar.library.pdx.edu/comminfolit](https://pdxscholar.library.pdx.edu/comminfolit)\u003Cbr> Part of the Information Literacy Commons\u003Cbr>Let us know how access to this document benefits you. |  |\n\nRecommended Citation  \nCooke, N. A. (2020) . Critical Library Instruction as a Pedagogical Tool. Communications in Information Literacy, 14 (1), 86-96 . Retrieved from [https://pdxscholar.library.pdx.edu/comminfolit/vol14/iss1/7](https://pdxscholar.library.pdx.edu/comminfolit/vol14/iss1/7)  \n[This Perspective is brought to you for free and open access. It has been accepted for inclusion in Communications](This Perspective is brought to you for free and open access. It has been accepted for inclusion in Communications)[ ](This Perspective is brought to you for free and open access. It has been accepted for inclusion in Communications)[in Information Literacy by an authorized administrator of PDXScholar](in Information Literacy by an authorized administrator of PDXScholar). For more information, please contact [pdxscholar@pdx.edu](pdxscholar@pdx.edu).  \nCritical Library Instruction as a Pedagogical Tool  \nNicole A. Cooke, University of South Carolina  \nAbstract  \nThe 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.  \nKeywords: critical pedagogy, critical self-reflection, conocimiento, Critical Library Instruction  \nSpecial issue edited by Maria T. Accardi, Emily Drabinski, and Alana Kumbier  \nCooke, N. A. (2020). Critical library instruction as a pedagogical tool. Communications in Information Literacy, 14(1), 86–96.  \nCritical Library Instruction as a Pedagogical Tool  \nBooks are a form of political action. Books are knowledge. Books are reflection.  \nBooks change your mind.  \n-Morrison as told to Solomon, 2016  \nBooks change and expand our minds, just as information changes and expands our minds. Moreover, books and information change and expand our pedagogy. 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. Whether we instruct one-one-one at a service point, teach 60-minute one-shot sessions, or teach credit bearing multi-week courses, library professionals are indeed educators, and as such, 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. Such was the case when I read Critical Library Instruction:  \nTheories and Methods (CLI) .  \nThe publication of CLI in 2010 was indeed groundbre","cbCaic2GVYfYBg11","https://ap.wps.com/l/cbCaic2GVYfYBg11","pdf",133330,12,"English","# Abstract\n# Keywords\n# Critical Library Instruction as a Pedagogical Tool\n## Critical Self-Reflection","[{\"question\":\"Why does the essay emphasize expanding pedagogy for library educators?\",\"answer\":\"It highlights the responsibility of library educators to themselves and their students to grow intellectually and share knowledge, even when they do not have formal training as teachers and instructors.\"},{\"question\":\"What role does critical self-reflection play in the author’s approach?\",\"answer\":\"Critical self-reflection is presented as an ongoing, iterative practice that supports critical thinking about information and its origins, and it strengthens the author’s critical library instruction.\"},{\"question\":\"How did Critical Library Instruction: Theories and Methods (CLI) influence the author?\",\"answer\":\"The author describes CLI as groundbreaking for introducing critical theory and naming an existing body of conversations, providing permission to extend them and encouraging critical questions about information and its broader contexts.\"}]","Critical Library Instruction as a Pedagogical Tool - Article 7 | PDF",1792088218,18]