student employment as pedagogy
TRANSCRIPT
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STUDENT EMPLOYMENT AS PEDAGOGY: TOWARD A HOLISTIC LIBRARY PRACTICE
Jeremy McGinniss, Summit University of Pennsylvania @jmymcginniss
RILA 2016 Warwick, RI #RILA20165/26/16 CC BY-NC
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?
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Where are we going?
Role of Critical Pedagogy
Student Employment & Learning
Four Areas of Application
Why Does It Matter?
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“Many university departments could not
survive without students to provide assistance in
the daily operation offacilities, programs,
services and projects.” Scrogham & McGuire, Enhancing Student Learning through
College Employment
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What is Critical
Pedagogy?
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“Critical pedagogy…affords students the opportunity
to read, write and learn from a position of agency-to engage in
a culture of questions…imagining literacy
as a mode of intervention, a way of learning
about the word as a basis for intervening in the world….”
Henry A. Giroux, On Critical Pedagogy
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Three Reasons
for Critical
Pedagogy
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“…whole human beings in
search of meaning.”
Liston and Garrison, Teaching, Learning, and Loving
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“…the experience of the learning self is invented in and through
its engagement with pedagogy’s force.”
Elizabeth Ellsworth, Places of Learning
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Critical pedagogy provides a meaningful tradition
in which to develop and participate
with students in their search for meaning.
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How do we deliberately
integrate experience
and reflection into the
student staff process?
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“To learn meaningfully, student employees must be challenged by activities, tasks and projects
that are authentic to their position and involve a certain
amount of reflection.”
Brett Perozzi, Enhancing Student Learning through College
Employment
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“…a transitional object becomes pedagogical when we
use it to discover and creatively work and play at our own limits
as participants in the world.”
Elizabeth Ellsworth, Places of Learning
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Can library
employment serve as a
transitional object?
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“Students need a general, critical education that
teaches them to learn, how to learn, to question,
to do research, to work alone and in groups,
and to act from reflective knowledge.”Ira Shor, Empowering Education
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Four Areas of
Application
Recruitment
Training
Development
Reflection/Assessment
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Recruitment
“Recruitment consists of advertising, identifying
employees for consideration,
and interviewing the prospective employees.”
Scrogham & McGuire, Enhancing Student Learning through College Employment
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Training
Training “…as the education or
instruction that occurs during a
worker’s introductory or
transitional period.”
Scrogham & McGuire, Enhancing Student Learning through College Employment
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Initiate Observant
Apprentice
Guided Practice Expert
peripheral participation- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - core membership
McMichael and Dimmitt LOEX 2016
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Development
Training as ongoing process
Interacting in a community of practice
“…the focus ultimately should be on the well-being of the group of people working together, so that common interests and goals can emerge.”
Scrogham & McGuire, Enhancing Student Learning through College Employment
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Reflection&
Assessment
Informal
Formal
Recognition & Reward
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Learning Objectives
• To practice and apply critical thinking and problem solving.
• To understand and utilize library services and tools.
• To strive for patron satisfaction.• To value dependability and
reliability.• To practice effective
communication skills. • To realize and apply
administrative and organizational skills.
• To embrace a team dynamic and contribute to it.
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Why Does It Matter?
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“Supervising student staff is an amazing, exhausting, and exhilarating experience.”
Scrogham & McGuire, Enhancing Student Learning through College Employment
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References
• Ariew, Susan. “How We Got Here: A Historical Look at the Academic Teaching Library and the Role of the Teaching Librarian.” Communications in Information Literacy 8.2 (2014): 208–224.
• Blum, Susan. “I Love Learning; I Hate School” : An Anthropology of College. Ithaca, NY: Cornell University Press, 2016.
• Day, Mark Tyler. “Transformational Discourse: Ideologies of Organizational Change in the Academic Library and Information Science Literature.” Library Trends 46.4 (1998): 635–667.
• Drabinski, Emily. “Becoming Librarians, Becoming Teachers: Kairos and Professional Identity.” Canadian Journal of Information and Library Science 40.1 (2016): 27–36. [paywalled]
• ---. “Information Literacy Summit.” Blog. Emily Drabinski. N.p., 3 May 2016. Web. 18 May 2016.
• Ellsworth, Elizabeth. Places of Learning: Media, Architecture, Pedagogy. New York: RoutledgeFalmer, 2005.
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References, cont.
• Giroux, Henry A. On Critical Pedagogy. New York: Continuum International Publishing Group, 2011. Print.
• Hicks, Alison. “Drinking on the Job: Integrating Workplace Information Literacy into the Curriculum.” LOEX Quarterly (2015): 9–15.
• Liston, Daniel Patrick, and James W Garrison. Teaching, Learning, and Loving: Reclaiming Passion in Educational Practice. New York: RoutledgeFalmer, 2004.
• Nicholson, Karen P. “The McDonaldization of Academic Libraries and the Values of Transformational Change.” College & Research Libraries 76.3 (2015): 328–338. crl.acrl.org.
• Perozzi, Brett. Enhancing Student Learning through College Employment. Indianapolis, IN: Dog Ear, 2009.
• Shor, Ira. Empowering Education: Critical Teaching for Social Change. Chicago: University of Chicago Press, 1992.
• Warner, John. “Just Visiting.” Blog. Inside Higher Ed. N.p., 31 Mar. 2016. Web. 8 Apr. 2016.