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dc.creatorGohr, Michelle
dc.creatorNova, Vitalina A.
dc.date.accessioned2020-04-25T16:03:07Z
dc.date.available2020-04-25T16:03:07Z
dc.date.issued2020-01-08
dc.identifier.citationGohr, 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
dc.identifier.issn0090-7324
dc.identifier.doihttp://dx.doi.org/10.34944/dspace/163
dc.identifier.urihttp://hdl.handle.net/20.500.12613/176
dc.description.abstractPurpose: 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.
dc.format.extent40 pages
dc.languageEnglish
dc.language.isoeng
dc.relation.ispartofTemple University Libraries
dc.relation.haspartReference Services Review, Vol. 48, No. 1
dc.relation.isreferencedbyEmerald Publishing Limited
dc.rightsAll Rights Reserved
dc.subjectLibraries
dc.subjectSocial justice
dc.subjectPedagogy
dc.subjectCritical theory
dc.subjectEquity
dc.subjectNeoliberalism
dc.subjectInformation literacy
dc.subjectDiversity
dc.subjectInclusion
dc.subjectTrauma-informed pedagogies
dc.titleStudent trauma experiences, library instruction and existence under the 45th
dc.typeText
dc.type.genrePost-print
dc.description.departmentTemple University. Libraries
dc.relation.doihttps://doi.org/10.1108/RSR-09-2019-0062
dc.ada.noteFor Americans with Disabilities Act (ADA) accommodation, including help with reading this content, please contact scholarshare@temple.edu
dc.temple.creatorNova, Vitalina A.
refterms.dateFOA2020-04-25T16:03:07Z


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