affect & critical pedagogy

Cat in a wicker hat
From The care of animals : a book of brief and popular advice on the diseases and ailments of farm animals / by Nelson S. Mayo (1905)

11th chat, August 12th 2014: affect & critical pedagogy

Moderated by @kellymce

Storify by @Liz_Librarian

Topic: For today’s chat, we’re using Shroeder and Cahoy’s (2010) definition of the affective domain as including one’s “attitudes, emotions, interests, motivation, self-efficacy, and values.” The proposed Framework for Information Literacy identifies affective learning outcomes under the Dispositions section of each frame.

Discussion questions:

  • Q1: For better or worse, how have you seen feelings at play in the library classroom?
  • Q2: In what ways do you adapt to the values/attitudes/emotions of particular learners?
  • Q3: The proposed IL framework includes Dispositions to address affective elements within each concept. Taking the “Info Has Value” as an example, how well do these dispositions cover a #critlib perspective?
    • Learners who are developing their information literate abilities:
      • Respect the original ideas of others and the academic tradition of citation and attribution.
      • Value the creative skills needed to produce information.
      • See themselves as contributors to the information marketplace rather than only consumers of it.
      • Recognize issues of access or lack of access to information sources.
      • Understand that some individuals or groups of individuals may not be represented within the information ecosystem. (, starting at line 417)
  • Q4: How can these attitudes/values/emotions be built into library instruction?
  • Q5: How do our attitudes/values/emotions as teachers affect our students?