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dc.contributor.authorJennings, Michele
dc.contributor.authorHunt, Courtney
dc.date.accessioned2020-09-28T19:48:14Z
dc.date.available2020-09-28T19:48:14Z
dc.date.issued2020-09
dc.identifier.urihttp://hdl.handle.net/10150/647085
dc.descriptionPresentation. Critical Librarianship & Pedagogy Symposium, September 1-17, 2020, The University of Arizona.en_US
dc.description.abstractThis session grew out of conversations between two art librarians working in close proximity at different institutions, centered around the idea that while the needs for art and design students require a different type of academic support than others (Hemmig, 2009), this approach to learning and information lends itself to critical pedagogy and takeaways for other disciplines. Dismantling the paradigm that positions librarians in the role of the sage, critical pedagogy establishes more of a horizontal line of support from the student to the librarian. Those students whose academic work is rooted in creative practice operate on a continuum that does not culminate in a single research paper or study. Instead, they may work on a piece in their first year and continue to iterate until their thesis show. Therefore, it is critical to consider how we teach and support students that we work with holistically. Art and design students especially “need to learn how to find their voices, which in turn becomes liberating, allowing them to fully engage in their own intellectual and educational process” (Reale, 2012, p. 85). This session explores strategies for supporting students working in creative disciplines for the entirety of their academic stay and beyond, and what takeaways there may be for librarians working in other areas. For example, Grimm and Meeks (2017) address critlib and social justice in visual literacy—how library practitioners may address inequity and racism in representation, teaching students to look (and make) critically. While visual literacy naturally lends itself to art and design library users, it is equally vital that students in other areas gain the skills necessary to grapple with and decode the visual media that surrounds them inside and outside of the classroom. Centering the idea of holistic student support, these two librarians began to think about what it means to apply critical pedagogy to art librarianship. Studio art and design pedagogy align with the tactics and motivations of critical librarianship and pedagogy; by attempting to recreate the studio environment through activities emphasizing collaboration and critique, this session will demonstrate how librarians can critically engage with students in the long term in any discipline.en_US
dc.language.isoenen_US
dc.publisherThe University of Arizonaen_US
dc.rightsCopyright © Michele Jennings and Courtney Hunt. CC BY-NC-SA 4.0en_US
dc.rights.urihttps://creativecommons.org/licenses/by-nc-sa/4.0/en_US
dc.subjectartistsen_US
dc.subjectart librariansen_US
dc.subjectcritical pedagogyen_US
dc.subjectfeminist pedagogyen_US
dc.subjectinformation seeking behaviorsen_US
dc.titleSupport beyond the studio: Critical pedagogy in art librarianshipen_US
dc.typetexten_US
dc.typeProceedingsen_US
dc.contributor.departmentOhio Universityen_US
dc.contributor.departmentThe Ohio State Universityen_US
dc.description.collectioninformationProceedings from the Critical Librarianship & Pedagogy Symposium are made available by the symposium creators and the University of Arizona Libraries. Contact the CLAPS committee at clapsconference@gmail.com if you have questions about items in this collection.en_US
refterms.dateFOA2020-09-28T19:48:32Z


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Copyright © Michele Jennings and Courtney Hunt. CC BY-NC-SA 4.0
Except where otherwise noted, this item's license is described as Copyright © Michele Jennings and Courtney Hunt. CC BY-NC-SA 4.0