• Contextualizing Ourselves: The Identity Politics of the Librarian Stereotype

      Pagowsky, Nicole; Rigby, Miriam; University of Arizona Libraries (The Association of College and Research Libraries (Chicago, IL), 2014)
    • Critical Library Pedagogy Handbooks: Acknowledgments

      Pagowsky, Nicole; McElroy, Kelly; University of Arizona; Oregon State University (Association of College and Research Libraries, 2016-09)
    • Critical Library Pedagogy Handbooks: Introduction

      Pagowsky, Nicole; McElroy, Kelly; University of Arizona; Oregon State University (Association of College and Research Libraries, 2016-09)
    • Ice Ice Baby: Are Librarian Stereotypes Freezing Us Out of Instruction?

      Pagowsky, Nicole; DeFrain, Erica; University of Arizona Libraries (2014-06-03)
      Why do librarians struggle so much with instruction? Part of the problem is that we have so many facets to consider: pedagogy, campus culture, relationships with faculty, and effectiveness with students. Research on student and faculty perceptions of librarians combined with sociological and psychological research on the magnitude of impression effects prompted us to more thoroughly examine how perceptions of instruction librarians impact successful teaching and learning. In this article, we look at theories of impression formation, the historical feminization of librarianship, and suggestions for next steps that we should take in order to take charge of our image and our instruction.
    • A Pedagogy of Inquiry

      Pagowsky, Nicole; University of Arizona (2015-11)
      Library instruction continues to evolve. Regardless of the myriad and conflicting opinions academic librarians have about the ACRL Framework for Information Literacy, the debates and the document itself have engendered greater discourse surrounding how and why librarians teach. The Framework provides an additional push toward designing instruction with big ideas rather than a skills-based curriculum. However, we still must contend with constraints imposed upon us by higher education taking on business models and enforcing a skills agenda. To enact the pedagogy of the Framework in contrast to changes in higher education presents a challenge. We should consider ways in which the Framework can help us push back against these neoliberal agendas in our pedagogy and reinvent our roles as librarian educators.
    • Reader response: Letters to the Editor

      DeFrain, Erica; Hathcock, April; Masland, Turner; Pagowsky, Nicole; Pho, Annie; Rigby, Miriam; Roberto, K. R.; University of Nebraska-Lincoln; NYU; Portland State University; et al. (Taylor & Francis, 2016-07-06)