Listening to diverse voices: inclusive pedagogy and culturally responsive teaching for library interactions

IF 1.3 4区 管理学 Q2 INFORMATION SCIENCE & LIBRARY SCIENCE Reference Services Review Pub Date : 2023-10-17 DOI:10.1108/rsr-04-2023-0042
Aditi Gupta, Ying Liu, Tsung-Cheng Lin, Qichen Zhong, Tad Suzuki
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Abstract

Purpose The purpose of this paper is to summarize the findings from focus group interviews conducted with librarians and library staff, faculty and students. It highlights the significance of implementing inclusive teaching and culturally responsive strategies in instructional settings and interactions with library patrons and seeks to emphasize the importance of developing guidelines, best practices and effective strategies. Design/methodology/approach Using focus groups, this study interviewed librarians and library staff, faculty and students. This research approach identified, reviewed and assessed existing programs and practices in instruction and library interactions. Findings The findings from this paper indicate that while faculty and librarians are making individual efforts to promote inclusivity in teaching and interacting with patrons, many participants expressed the necessity for institutional-level training, guidelines and good practices on how to achieve and implement culturally responsive and inclusive teaching strategies. Originality/value The methodology utilized in this study can be adapted by other libraries or institutions aiming to explore the practice of inclusive pedagogy and culturally responsive teaching within their own context. The insights from the study inform the development of strategies that librarians, faculty and staff can employ to integrate inclusive and culturally responsive teaching into their instruction and services for the wider academic community.
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倾听不同的声音:图书馆互动的包容性教学法和文化响应式教学
本文的目的是总结对图书馆馆员、图书馆工作人员、教师和学生进行的焦点小组访谈的结果。它强调了在教学环境和与图书馆读者的互动中实施包容性教学和文化响应策略的重要性,并试图强调制定指导方针、最佳做法和有效策略的重要性。采用焦点小组的方式,本研究采访了图书馆员、图书馆工作人员、教师和学生。该研究方法确定、审查和评估了教学和图书馆互动中的现有项目和实践。本文的研究结果表明,虽然教师和图书馆员在教学和与读者互动方面做出了个人努力,但许多参与者表示,有必要就如何实现和实施文化响应性和包容性教学策略进行机构层面的培训、指导方针和良好实践。本研究中使用的方法可以被其他图书馆或机构采用,这些图书馆或机构的目标是在自己的背景下探索包容性教学法和文化响应教学的实践。该研究的见解为图书馆员、教职员工制定策略提供了参考,以便将包容性和文化响应性教学融入到他们的教学和服务中,为更广泛的学术社区提供服务。
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来源期刊
Reference Services Review
Reference Services Review INFORMATION SCIENCE & LIBRARY SCIENCE-
CiteScore
3.20
自引率
10.00%
发文量
16
期刊介绍: Reference Services Review (RSR ) is a quarterly, refereed journal dedicated to the enrichment of reference knowledge and the advancement of reference services. RSR covers all aspects of reference functions, including automation of reference services, evaluation and assessment of reference functions and sources, models for delivering quality reference services in all types and sizes of libraries, development and management of teaching/learning activities, promotion of information literacy programs, and partnerships with other entities to achieve reference goals and objectives. RSR prepares its readers to understand and embrace current and emerging technologies affecting reference functions, instructional services and information needs of library users.
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