...with core feminist principles critical theoretical approaches, two academic librarians created a course designed to explore the changing nature of information and to explode the myth of its neutrality. Through discussion of the development of the initial course proposal, the creation of the syllabus and the structure of the class, a case is presented for altering (and expanding) the role of the librarian in the classroom.

INTRODUCTION

For a significant portion of my career I had the good fortune to work at an institution committed to supporting an extremely active and multifaceted library instruction program. One critical component of the program was a full-quarter credit course that my predecessor as library instruction coordinator, in collaboration with library administration, had succeeded in incorporating into the undergraduate curriculum about a decade before I arrived. Aware of the obstacles that faced librarians in attempting to mount credit courses (ours was one of only a handful in the country), I made it a priority to retain the course as an integral part of the library instruction program.

After several years of directing the program, during which I provided research methods instruction, in freestanding courses and one-shot appearances, to both undergraduate and graduate students, I became increasingly aware that it was possible for students to attend the lectures, do the readings and complete the assignments without ever once reflecting critically upon the nature of what they were learning about--information. The tools- and strategies-intensive way I had structured my courses and presentations actually encouraged students to commodify information without stopping to consider the political ramifications of facts on a page or, indeed, how those facts came to be valued to the extent that they warranted being memorialized in print, on paper or in cyberspace. Working in a university that went to great lengths to promote the conscious incorporation of critical thinking skills into every aspect of the curriculum, I was forced to confront the realization that not only was I failing to instill these skills in my students, I may very well have been doing just the opposite. The students left the classroom equipped to search the catalog or find a journal article but no more able to assess the quality of the books and articles they discovered or to think critically about the nature of information than they were when the session started.

This article is a case study of how a major reconceptualization of a traditional approach to library instruction altered the content of the syllabus as well as the role of the library and librarian within the context of an academic department. I will frame my description of these changes in ways that might be applicable to a variety of situations. I will discuss, among other things, the development of the syllabus, the selection of readings and assignments, and the evolution of the course from an undergraduate class to graduate seminar. That said, this piece remains at its core, a story of how a personal "revelation" significantly altered how one librarian used her moment on the classroom stage.

CONCEPTUALIZING THE COURSE

My interest in changing what and how I taught coincided with the excitement generated by the first wave of the new information literacy movement. A longstanding and active member of the ACRL Instruction Section, I was caught up in the flurry of activity (and debate) around the move from "bibliographic instruction" to "information literacy." (1) As I contemplated how best to restructure my classroom presentations, I found myself drawn to many of the tenets of the new models for library instruction, especially those that stressed clearly articulated teaching and learning goals and the acquisition of a structured set of competencies. However, I came to understand that while there was much to embrace about information literacy, and there were critical components of it that I would definitely incorporate into segments of my teaching, it was not the panacea I sought. I wanted to use the opportunity that I had to interact with a group of students for an entire quarter, to reach beyond teaching the basics, no matter how creatively one might endeavor to do that. I was also committed to challenging myself to think differently about the nature of information, and I anticipated that such rethinking might lead to an alteration of my role in the classroom.

My response to the challenge I set for myself was the development, in close collaboration with University of California Irvine's then Women's Studies Librarian Joan Ariel, of a course entitled "Gender and the Politics of Information." Joan and I had team-taught a more traditional library research methods course for women's studies in conjunction with the capstone seminar required of all graduating seniors. We, therefore, did not face the difficulties of convincing the department of the need for a library-focused course, nor did we find ourselves in the awkward position of needing to negotiate for time in the schedule of classes. All of that was in place. We were also fortunate to be affiliated with a Women's Studies Program that was open to new ideas and actively exploring ways to expand their undergraduate offerings. With a green light from the program, we were ready to develop a formal course proposal.

This turned out to be more difficult than either of us had anticipated. The challenge was threefold. First, we needed to construct a proposal for a course that critically examined issues of gender, information, and the creation and dissemination of knowledge; and that contained intellectual content deemed appropriate for upper division undergraduates. At the same time, we did not want to sacrifice entirely the more traditional library components that had been at the core of the skills-based course. We were painfully aware that our course might be the only opportunity this group of students had...

NOTE: All illustrations and photos have been removed from this article.



More articles from Library Trends
Library and information science professionals as community action rese..., September 22, 2007

Looking for additional articles?
Search our database of over 3 million articles.

Looking for more in-depth information on this industry?
Search our complete database of Industry & Market reports by text, subject, publication name or publication date.

About Goliath
Whether you're looking for sales prospects, competitive information, company analysis or best practices in managing your organization, Goliath can help you meet your business needs.

Our extensive business information databases empower business professionals with both the breadth and depth of credible, authoritative information they need to support their business goals. Whether it be strategic planning, sales prospecting, company research or defining management best practices - Goliath is your leading source for accurate information.