Social Justice Storytelling: A Pedagogical Imperative

McDowell, Kate; Cooke, Nicole

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https://hdl.handle.net/2142/115098 Copy

Description

Title

Social Justice Storytelling: A Pedagogical Imperative

Author(s)

• McDowell, Kate
• Cooke, Nicole

Issue Date

2022-10-20

Keyword(s)

• storytelling
• social justice
• library and information science
• pedagogy

Abstract

Librarians and information professionals need to be reflective practitioners who can analyze, un- derstand, and communicate in culturally competent ways about social justice. This study analyzes the output of student responses to the assignment to record a video social justice story in four graduate library and information science (LIS) courses. Qualitative analysis reveals patterns of “calling out injustice” and “calling in the audience” that reflect students’ social justice storytelling and that demonstrate abilities to engage and provoke audiences. The findings show that social justice topics in LIS are amenable to a variety of narrative strategies. Future LIS research should look more deeply at what students learn through assignments like these and how this pedagogy should affect ongoing social justice storytelling by library professionals. Teaching LIS students to be social justice storytellers is an important way of continuing to push the field to “walk the talk” of diversity and inclusion.

Publisher

The University of Chicago Press

Type of Resource

text

Language

en

Handle URL

https://hdl.handle.net/2142/115098

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