Meeting name
Critical Library and Pedagogy Symposium
Document Type
Presentation
Publication Date
11-2-2022
Publisher
University of Arizona
First page number:
1
Last page number:
35
Abstract
Online tutorials are a frequently utilized method for academic libraries to meet student and instructor needs and adapt to the growing digital learning environment. There is little guidance for creating holistically inclusive tutorials and fewer standards for avoiding deficit thinking, which decenters students’ prior knowledge and experiences and perpetuates harmful assumptions. In this session, presenters will share early findings from a mixed-methods content analysis of tutorial offerings from R1 academic libraries. Attendees will discuss what makes a tutorial inclusive, identify criteria for creating inclusive tutorials, and reflect on how they have or have not enacted these values for tutorial design. Attendees will also gain ideas for creating inclusive tutorials as well as a deeper understanding of ways critical pedagogy can be utilized in various pedagogical environments.
Controlled Subject
Academic libraries; Web-based instruction; Inclusive education
Disciplines
Library and Information Science
File Format
File Size
3169 KB
Language
English
Rights
IN COPYRIGHT. For more information about this rights statement, please visit http://rightsstatements.org/vocab/InC/1.0/
Repository Citation
Cahall, C.,
Mitola, R.,
Heinbach, C.,
Sewell, A.
(2022, November).
State of Inclusivity in Tutorials: a Critical Content Analysis of Tutorials Provided by R1 Academic Libraries.
Presentation at Critical Library and Pedagogy Symposium,
Available at: https://digitalscholarship.unlv.edu/libfacpresentation/218