Teaching Toward Wholeness: Empowering Relationality in the Information Literacy Curriculum

Abstract

This presentation details how two librarians have worked to integrate an intentional relationality lens to information literacy instruction. Recognizing that research can be traumatic for individuals from historically excluded groups, this session guided participants through a set of student learning outcomes related to the emotional stages of research. Formatted as a rubric to assess student learning, these learning outcomes focus on framing student research through a human-centered lens, valuing past lived experiences that may intersect with research topics and the research process. Relationality practices highlighted by the presenters include: undertaking a “making space” mentality during research consultations and negotiating teaching methods and tools with instructors through a trauma-informed approach.