Instruction takes place in all aspects and functions of a library. If librarians centered their efforts around instructing libraries, as institutions, will continually improve. No matter the department of a library I am working in, be it in archives, makerspaces, reference, outreach, and especially instruction, I orient my underlying role as an educator. Moreover, the tenants of diversity, inclusion, and equality (DEI) and critical pedagogy influence my role as a librarian instructor.
At the start of my admission to the MSLS program at UNC-Chapel Hill, I was accepted into the Association of Research Libraries’ (ARL) Kaleidoscope Program. This program invests in masters of library or information science students from underrepresented groups. In addition to financial support, Kaleidoscope provides its scholars with a mentor and various leadership and professional development opportunities. All my experiences within the program challenged me to be an active agent of change in the infrastructure and vision of libraries, to engage with diverse communities, and to create inclusive spaces and services, all critical points for the future of libraries. As instruction librarians, we can better serve our communities by moving forward and working collaboratively with a myriad of disciplines to create effective means of support for information access. Through my work in DEI initiatives, I have used empathy to shift my one-to-one interaction from the “golden rule” to the “platinum rule.” So now, I treat people how they want to be treated.
The use of empathy within instruction directly influences designing my instruction lessons. Through a design thinking approach, my instruction plans begin as a human-centered approach that evolves through problem-solving, implementing, and then assessing. Failure is not just an option, it is a necessity. Moreover, failing forward allows us to improve and rethink our pedagogical endeavors to better reach our learners. Human-centered thinking understands that individuals learn in different ways. And therefore, creating dynamic lesson plans is essential so that they speak to different types of learners. Instruction is a journey, not a goal. We as instructors are always thinking of ways to be better for our students and institution.
Working in tandem with the tenets of DEI, critical pedagogy also functions as a core value that my instruction philosophy. My instructional approaches within libraries are grounded in the notion that as our patrons tackle a new skill they should also begin to critically learn for themselves. We don’t just want to deposit information into our students’ minds but, push them to become active and critical participants during instruction. This notion also cuts both ways. As instructors, we will become better teachers and learn more about their subjects through this student engagement. This mode of instruction will also help lessen the overt power structures present in our institution. Focusing on equity and inclusion will make our institution more welcoming. Through our community engagement, instruction, physical structures, collections, etc. we can create a space where our community can be its authentic self. Moreover, we want to foster conversations to create an environment of respect.
During my time at the School of Information Science at UNC-Chapel Hill, I was fortunate enough to get the opportunity to create a library workshop and gain professional experience in the role of instructor. (1) Our group, working with NC State University Libraries, was tasked with creating print materials and a workshop guiding patrons on how to use the drawing machines in their makerspace. We worked with their axidraw and Watercolor Bot machines. For a little context, the axidraw uses pens to draw, while the Watercolor Bot uses a paintbrush. While creating a lesson plan we designed each part to fold into the next for, hopefully, ease of progression. We also made sure the students were given the power to stop us at any moment for any elaboration or help with an issue they were having. We wanted to make sure they had the tools and comfortability to push back on us and grow as a learner. We also wanted to make sure there was ample time for students to work through the various processes. The workshop was a success with a student staying behind to finish their project. Once completed we all reflected/assessed as a group and as individuals on the successes and failures of the workshop. So that the next iteration would be a greater success.
Endnotes
(1) This was a collaborative endeavor. The success of this one-time workshop is directly related to how well our group worked together. Moreover, I see every librarian position as not only a place for instruction but also as a possible opportunity for collaboration with colleagues.