Type of Presentation
Panel
Conference Strand
Diversity and Inclusion
Target Audience
Higher Education
Location
Session 4
Relevance
This proposal is a partnership between an instruction librarian and a faculty member from the College of Education demonstrating how information literacy praxis could be incorporated with differentiated instructional strategies for value added immersion through inclusive pedagogy.
Abstract
Opportunities for humanizing teaching and learning in poly-synchronous and hybrid instruction settings are undeniable blessings of having to adapt to COVID-19 predictable unpredictability. The ACRL Information Literacy Framework is one such instrument that ideally adapts to this purpose. Intentional collaborative efforts between instruction librarians and faculty could allow for information literacy praxis to be incorporated into differentiated instruction. Under the canopy of Inclusive Pedagogy this admixture could be engagingly contextualized and actively executed in desired learning spaces during times like these. Realizing the needs of students who will be entering classroom settings with learning disruptions, this partnership marries information literacy with differentiated instruction through a pedagogy of inclusion using individualized instruction. It considers learning profiles, the scholarly interests of students, their academic readiness and ethnic dispositions designed with information literacy as a conduit to deliver instruction, thus capturing the essence of inclusive pedagogy.
Presentation Description
This presentation explores how the ACRL Framework could be instrumental for instruction that caters to the multivariate backgrounds, learning styles, academic acumen and scholastic abilities of those new to research and academia in its true sense.
Keywords
Information literacy, Inclusive Pedagogy, Differentiated Instruction, Disrupted Learning, Covid-19
Publication Type and Release Option
Presentation (Open Access)
Recommended Citation
Coates, Kay and King Miller, Beverly, "Faculty co-acting: Merging Information Literacy with Inclusive Pedagogy" (2022). Georgia International Conference on Information Literacy. 39.
https://digitalcommons.georgiasouthern.edu/gaintlit/2022/2022/39
Faculty co-acting: Merging Information Literacy with Inclusive Pedagogy
Session 4
Opportunities for humanizing teaching and learning in poly-synchronous and hybrid instruction settings are undeniable blessings of having to adapt to COVID-19 predictable unpredictability. The ACRL Information Literacy Framework is one such instrument that ideally adapts to this purpose. Intentional collaborative efforts between instruction librarians and faculty could allow for information literacy praxis to be incorporated into differentiated instruction. Under the canopy of Inclusive Pedagogy this admixture could be engagingly contextualized and actively executed in desired learning spaces during times like these. Realizing the needs of students who will be entering classroom settings with learning disruptions, this partnership marries information literacy with differentiated instruction through a pedagogy of inclusion using individualized instruction. It considers learning profiles, the scholarly interests of students, their academic readiness and ethnic dispositions designed with information literacy as a conduit to deliver instruction, thus capturing the essence of inclusive pedagogy.
