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Critical Pedagogy, Critical Conversations: No changes made to original image. At the same time, this concept is still a relatively new one for our field. We may thus benefit from further exploring debates about critical pedagogy that have occurred outside of librarianship. In this article I explore salient themes in debates about and critiques of critical pedagogy— particularly those evident in the field of composition and rhetoric—as a means of opening further inquiry into and dialogue about the possibilities and the challenges of critical pedagogy and, more specifically, critical information literacy instruction.
With an appreciation of the value of inquiry and problem posing, I view my goal with this writing as not to suggest definitive answers about how librarians do or ought to teach, but rather to invite further thought, questions, and dialogue about how we teach and how we relate to students and fellow educators within our unique instructional contexts.
A critical approach to information literacy instruction invites individuals to explore these highly contextual information practices and processes and how they engage with them, both as individuals and as members of various communities. As librarian Annie Downey recently noted in an interview about her recently published book Critical Information Literacy: Debates about critical pedagogy from the field of composition and rhetoric may prove particularly useful for instruction librarians, given the strong links between writing and information literacy instruction, both of which center largely on inquiry, knowledge creation, and critical engagement with information sources.
Writing and information literacy education thus often overlap and complement one another, as many compositionists and librarians have been increasingly recognizing.
As this suggests, critical approaches to writing and library instruction ideally encourage students to consider how discourse and information sources reflect and are shaped by social, political, and structural contexts and conditions.
Information science professor James Elmborgand librarian Heidi L. Jacobshave done significant work to demonstrate how writing pedagogy may help to inform critical information literacy.
Given the cross-disciplinary relevance of much of critical pedagogy discourse, some of the literature considered in this article originates from other fields, namely education and gender and cultural studies. With an appreciation of the value of inquiry and problem posing, I view my goal with this writing as not to suggest definitive answers about how we, as librarians, do or ought to teach, but rather to invite further thought, questions, and dialogue about how we teach and how we relate to students and fellow educators within our unique contexts.
I begin with a brief discussion of critical pedagogy as a concept and identify ideas and characteristics commonly associated with it. I then provide an overview of the general context in which debates about critical pedagogy emerged within the field of composition and rhetoric.
This background serves as a foundation for exploring varying conceptions of and debates about critical pedagogy that have occurred within—and sometimes beyond—composition and rhetoric. Given the scope and focus of this article, I have not included a fuller discussion of critical pedagogy within the context of librarianship.
Critical pedagogy instead favors a more democratic classroom in which the teacher and students interact and construct new knowledge as co-learners.
Differing conceptions of critical pedagogy are reflected in debates about it, including those that developed out of the field of composition and rhetoric. The enthusiasm for critical pedagogy among many in this field is perhaps unsurprising, given that many if not most compositionists have long appreciated inquiry-based learning, as well as the ways in which language and discourse are greatly shaped by social, political, and structural contexts and conditions.
While critical pedagogy prompted writing instructors to rethink their teaching approaches in fresh ways, many also found some students to be resistant to it. Such resistance is generally described in the writing studies literature in relation to two main themes: Common themes of these discussions that are explored in this article include: To what extent should teaching focus on skills vs.
To what degree do these different instructional foci intersect or diverge? How might teachers reconcile the tension between their simultaneous roles as teachers and co-learners with students? Can such teaching be truly democratic and dialogical?
To what extent can critical pedagogy welcome varying perspectives, dialogue, and dissensus? How can critical pedagogists work to be cognizant of their own assumptions and biases?
How might teachers bring confidence and expertise to their teaching, while also recognizing that they themselves may inadvertently reinforce dominant ideologies and structures that do not serve students?
Though questions about critical pedagogy like those listed above reflect critiques of critical pedagogy, many who have raised such questions have also been supportive of critical teaching approaches. This reflects that critical pedagogy discourse, much like writing and information literacy instruction, has significant cross-disciplinary relevance.The Leisure of Serious Games: A Dialogue by Geoffrey M.
Rockwell, Kevin Kee Abstract This dialogue was performed by Dr. Geoffrey Rockwell and Dr. Kevin Kee 1 as a plenary presentation to the Interacting with Immersive Worlds Conference at Brock University in St.
Catharines, Canada. Kevin introduced Geoffrey as a keynote speaker prepared to present on serious games. Generating Ideas and Text In analyzing a text, your goal is to understand what it says, how it works, and what it means. To do so, you may find it helpful to follow a certain sequence: read, respond, summarize, analyze, and draw conclusions from your analysis.
Tips for Writing a Rhetorical Analysis. This article aims to offer a brief guideline on how you can write a rhetorical analysis. Whether you are going with a article, or newspaper column, you can definitely apply the same rules to bring forward a good rhetorical analysis.
So, go ahead and hear me out on this topic. Poetry (the term derives from a variant of the Greek term, poiesis, "making") is a form of literature that uses aesthetic and rhythmic qualities of language—such as phonaesthetics, sound symbolism, and metre—to evoke meanings in addition to, or in place of, the prosaic ostensible meaning..
Poetry has a long history, dating back to prehistorical times with the creation of hunting poetry in. Journal writing as a practice will help create a marvelous connection between members of your team and help to ensure dynamic success of the Dialogue . What makes us different?
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