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.

Proposal

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.

Short 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)

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Apr 1st, 8:30 AM Apr 1st, 9:45 AM

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.