Document Type

Conference Proceeding

Publication Date

2025

Publication Title

LOEX Quarterly

Volume

51

Issue

4

First Page

4

Last Page

6

Keywords

library instruction, UDL, andragogy, culturally responsive teaching

Abstract

Instruction is an integral part of many academic librarians’ responsibilities, yet many enter the profession with varying levels of experience in teaching. While librarians can gain a basic understanding of the general best practices of instruction through myriad means before and after becoming librarians (e.g., a course in library school, professional development, mentorship from other librarians, personal research), many librarians do not get the chance to engage with critical pedagogies and fundamental learning theories the way that teachers do. To that end, this LOEX 2025 workshop is intended to act as a primer and a creative space so that instruction librarians can begin contemplating how these underlying models intersect with their everyday instructional duties and envision what these strategies look like in their own classrooms. These three frameworks were chosen based on their relevance and applicability to information literacy in the setting of higher education institutions. These are by no means exhaustive, and many other theories and models can be applied to the information literacy classroom as well. However, these are three that I as a librarian and teacher have used and am familiar with, and which I noticed have overlaps and utility to our professional settings. I will outline my arguments and insights herein.

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