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Critical Librarianship to Information Professionals: Using Critical Pedagogy and Critical Information Literacy in an LIS Graduate Course\u003Cbr>Marcia Rapchak\u003Cbr>University of Pittsburgh, [mrapchak@pitt.edu](mrapchak@pitt.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  \nRapchak, 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)  \nThis 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.  \nIntroducing Critical Librarianship to Information Professionals: Using Critical Pedagogy and Critical Information Literacy in an LIS Graduate Course  \nMarcia Rapchak, University of Pittsburgh  \nAbstract  \nCritical 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.  \nKeywords: critical pedagogy, critical librarianship, critical information literacy, antiracist pedagogy  \nInnovative Practices  \nedited by Andrea Baer, Carolyn Gamtso, and Merinda McLure  \nRapchak, M. (2021). Introducing critical librarianship to information professionals: Using critical pedagogy and critical information literacy in an LIS graduate course.  \nCommunications in Information Literacy, 15(1), 140–157.  \nIntroducing Critical Librarianship to Information Professionals: Using Critical Pedagogy and Critical Information Literacy in an LIS Graduate Course  \nAs 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.  \nOne way to address issues of social justice in LIS programs ","cbCaiq3IckLqQXNy","https://ap.wps.com/l/cbCaiq3IckLqQXNy","pdf",178488,"English","# Abstract\n# Introduction\n## Social justice and institutional responsibility in LIS\n## Case study purpose and course design\n# Positionality and instructional commitments\n# Literature Review\n## Critical Librarianship","[{\"question\":\"What does critical librarianship aim to challenge in LIS education?\",\"answer\":\"It critiques the role of libraries and information professionals in maintaining systems of oppression, urging a more critical view of status quo practices.\"},{\"question\":\"How does the course in this case study prepare students for critical information literacy instruction?\",\"answer\":\"Through a critical pedagogy approach that uses student-led presentations and discussions, self-grading, and collaboratively set course expectations.\"},{\"question\":\"What evidence from student responses and performance supports the approach used?\",\"answer\":\"Student responses were overwhelmingly positive, and student performance indicated that both the approach and course content were effective.\"}]","Introducing Critical Librarianship to Information Professionals - Using Critical Pedagogy and Critical Information Literacy in an LIS Graduate Course | PDF",1792088427,48]