Initial Thoughts: Feminist Pedagogy for Library Instruction

Have you heard of the book Feminist Pedagogy for Library Instruction? 

Maria T. Accardi

There is more to being a college or university librarian than helping students find peer reviewed articles or check out textbooks. Maria T. Accardi personifies the feminist in all progressive academics. Accardi works at Indiana University Southeast in Library Sciences.

Accardi presents her audience with serious food for thought. Published in 2013, Feminist Pedagogy for Library Instruction, is a concisely detailed thought provoking look at library instruction and how that instruction intersects with feminist pedagogy. The way the author presents her work is not only innovative but intelligently crafted to make the reader think about what it means to engage oneself in library instruction. The writing makes the reader think about what feminist pedagogy means.

Whilst the principle audience for Accardi’s work is instruction librarians, both LIS faculty and students would find this book highly beneficial. The same can be said for people engaged in other fields of academia. I am fairly certain, not that I can be completely sure, there are graduate students taking Pedagogy & Communication which would find this text beneficial. 

Accardi takes a moment to contextually define what she means be the word feminism. This is important in that context, regardless of whether or not you agree with what is being presented, gives weight to any argument. 

Accardi punctuates the book with numerous personal stories about her own journey not only as a librarian but also as a feminist. This approach gives the reader a taste of what Accardi's life is like. It also providers the reader with much insight into how Accardi came to not only study library science but also authentically write about the subject she is most passionate.

Accardi goes to great lengths to accurately inform the reader. The information the author provides, especially that pertaining to feminist pedagogy, is more than a mere generalist overview. Accardi gives her readers a distinctly detailed synopsis of what it means to truly be a “feminist teacher.”

Anyone that shares the librarian’s views will undoubtedly be more accepting of progressive teaching methods. This is not to say that everyone will agree with what it is Accardi has written. There are those with differing opinions. Such is life. Conservatives, whilst skeptical of progressive teaching methodologies, could possibly gain insights into supportive interaction as opposed to maintaining passive learning techniques.

To a certain extent, library instruction has embraced many aspects of feminist pedagogy: “library instruction favours active learning, a nurturing environment, and learner-centred pedagogy” (p. 57).

Accardi, aggressively progressive in her delivery, explicitly explains classroom dynamics and the path she recommends for social change. Accardi writes, “Why make politics more explicit? Because this is how social change happens. This is how lives are transformed” (p. 57). This reminds me of something I paraphrased for a history paper: “Great people are forged in the turbulent fires of social change. It is the privilege of lesser individuals to light the flame.”

The author, from a feminist perspective, describes and assesses in great detail various learning outcomes. Based not only on theoretical modelling but also numerous years of experience, Accardi presents various lessons for applying feminist methods. Accardi presents these lessons in a meaningful practical way anyone can follow.

Significantly important is how Accardi affords her readers useful appendixes. Accardi has taken great care to provide her readers with thoughtfully designed classroom assignments that have been annotated for easy reading consumption.

Reference

Accardi, M. T. (2013). Feminist pedagogy for library lnstruction. United States: Library Juice Press.