Introducing Critical Librarianship to Information Professionals - Using Critical Pedagogy and Critical Information Literacy in an LIS Graduate Course

Oct 15, 2026

Uploaded by kopisore

Critical librarianship, which challenges how libraries and information professionals uphold systems of oppression, has gained momentum in the field and is increasingly addressed in LIS education. Although critical pedagogy and critical librarianship both shape LIS teaching, their overlap with critical information literacy has received less focused attention. This case study reports on a critical pedagogy approach within a critical librarianship course, designed to prepare students to teach critical information literacy. Results show strongly positive student feedback and effective learning outcomes, supported by student-led presentations, discussions, self-grading, and collaborative course expectation setting.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages19

Reading Time48 min

AccessFree to download

Abstract

Introduction

Social justice and institutional responsibility in LIS

Case study purpose and course design

Positionality and instructional commitments

Literature Review

Critical Librarianship

Communications in Information Literacy | Volume 15 Issue 1 | Article 8 | | --- | --- | | 6-2021
Introducing Critical Librarianship to Information Professionals: Using Critical Pedagogy and Critical Information Literacy in an LIS Graduate Course
Marcia Rapchak
University of Pittsburgh, [mrapchak@pitt.edu](mrapchak@pitt.edu)
Follow this and additional works at: [https://pdxscholar.library.pdx.edu/comminfolit](https://pdxscholar.library.pdx.edu/comminfolit)
Part of the Information Literacy Commons
Let us know how access to this document benefits you. | | Recommended Citation Rapchak, M. (2021) . Introducing Critical Librarianship to Information Professionals: Using Critical Pedagogy and Critical Information Literacy in an LIS Graduate Course. Communications in Information Literacy, 15 (1), 140–157 . [https://doi.org/10.15760/comminfolit.2021.15.1.8](https://doi.org/10.15760/comminfolit.2021.15.1.8) This open access Innovative Practice is distributed under the terms of the Creative Commons AttributionNonCommercial-ShareAlike 4.0 International License (CC BY-NC-SA 4 .0) . All documents in PDXScholar should meet accessibility standards. If we can make this document more accessible to you, contact our team. Introducing Critical Librarianship to Information Professionals: Using Critical Pedagogy and Critical Information Literacy in an LIS Graduate Course Marcia Rapchak, University of Pittsburgh Abstract Critical librarianship, which critiques the role of libraries and information professionals in maintaining systems of oppression, has been growing in popularity in the profession, and instructors in Library and Information Science (LIS) have begun to address critical librarianship in their coursework. While critical pedagogy and critical librarianship have influenced approaches to LIS education, the intersection of these two has not been as thoroughly addressed. Additionally, the literature on critical information literacy focuses largely on library instruction. This case study explores a critical pedagogy approach in a critical librarianship class that prepares students for critical information literacy instruction. The instructor implemented student-led presentations and discussions, self-grading, and collaboratively setting course expectations. Student responses were overwhelmingly positive, and student performance in the course indicated the approach and content of the course were effective. Keywords: critical pedagogy, critical librarianship, critical information literacy, antiracist pedagogy Innovative Practices edited by Andrea Baer, Carolyn Gamtso, and Merinda McLure Rapchak, M. (2021). Introducing critical librarianship to information professionals: Using critical pedagogy and critical information literacy in an LIS graduate course. Communications in Information Literacy, 15(1), 140–157. Introducing Critical Librarianship to Information Professionals: Using Critical Pedagogy and Critical Information Literacy in an LIS Graduate Course As someone teaching in a Library and Information Science (LIS) graduate program, I have the opportunity and obligation to prepare graduates to work with their communities to seek equity and justice. Given the continued harm against Black Americans, Asian American and Pacific Islanders, and marginalized peoples in the United States, it is essential that our students understand what is at stake for our various communities—racial justice, rights and humane treatment for immigrants and refugees, and better protections for LGBTQ+ folks are a few of the major issues for which our communities are fighting. Libraries, archives, museums, and other cultural heritage institutions cannot remain neutral in the face of widespread injustice. To do so tacitly supports systems of oppression. We must work with our students to find ways to make our institutions spaces for our communities to seek freedom. One way to address issues of social justice in LIS programs

FAQs

What does critical librarianship aim to challenge in LIS education?

It critiques the role of libraries and information professionals in maintaining systems of oppression, urging a more critical view of status quo practices.

How does the course in this case study prepare students for critical information literacy instruction?

Through a critical pedagogy approach that uses student-led presentations and discussions, self-grading, and collaboratively set course expectations.

What evidence from student responses and performance supports the approach used?

Student responses were overwhelmingly positive, and student performance indicated that both the approach and course content were effective.

Oct 15, 2026

Uploaded by kopisore