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    Student trauma experiences, library instruction and existence under the 45th

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    Genre
    Post-print
    Date
    2020-01-08
    Author
    Gohr, Michelle
    Nova, Vitalina A.
    Department
    Temple University. Libraries
    Subject
    Libraries
    Social justice
    Pedagogy
    Critical theory
    Equity
    Neoliberalism
    Information literacy
    Diversity
    Inclusion
    Trauma-informed pedagogies
    Permanent link to this record
    http://hdl.handle.net/20.500.12613/176
    
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    DOI
    https://doi.org/10.1108/RSR-09-2019-0062
    Abstract
    Purpose: By historicizing the broader system of education contextualized under the 45th presidential administration, this paper aims to provide a nuanced discussion regarding the condition of information literacy and librarianship as capitalist institutions in service to the state. In response, tools to oppose systemic racism and minimize harm in the classroom as well as recommendations for change and resistance are addressed. Design/methodology/approach: The paper focuses on historical analysis of libraries as institutions within larger educational systems and draws heavily on critical theories as a method of critique. Findings: This paper demonstrates that the 45th presidential administration is a logical progression of neoliberalism and institutionalized discrimination, which has had adverse effects on the health and safety of (primarily marginalized) students, library workers and library practice, but that critical reflection and information seeking on part of librarians may provide solutions. Practical implications: This paper can be used as a guide for librarians seeking to contextualize the educational environment and apply a critical praxis to information literacy programs. Social implications: The reflection presented in this paper can aid in expanding awareness in LIS surrounding issues of equity and justice, and impart urgency and need for institutional change. Originality/value: Given the lack of diversity in library and information science, this paper provides critical interventions for information literacy practice. The authors’ unique practical and theoretical backgrounds allow for nuanced discussion and pedagogical creation which directly impacts and addresses key issues of justice and equity in the classroom.
    Citation
    Gohr, M. and Nova, V. (2020), "Student trauma experiences, library instruction and existence under the 45th", Reference Services Review, Vol. 48 No. 1, pp. 183-199. https://doi.org/10.1108/RSR-09-2019-0062
    Citation to related work
    Emerald Publishing Limited
    Has part
    Reference Services Review, Vol. 48, No. 1
    ADA compliance
    For Americans with Disabilities Act (ADA) accommodation, including help with reading this content, please contact scholarshare@temple.edu
    ae974a485f413a2113503eed53cd6c53
    http://dx.doi.org/10.34944/dspace/163
    Scopus Count
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    Temple University Libraries

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