The intent of this independent study was to develop a complete course curriculum for graduate level LIS students that would focus on providing them with resources and practical skills that will support them through out their professional careers. By creating a critically conscious and social justice oriented syllabus, with classes that encourage students to critically engage with materials and teaching the skill of critical reflective practice, the aim is to provide students with the opportunity to develop their professional praxis influenced by ethics, values and critical theories. By taking a holistic approach to information education, this course was designed to give soon to be professionals the tools they need to navigate all aspects of their evolving work.
Before delving into course preparation, I read multiple texts on critical pedagogy, curriculum and course design. I contacted the Teaching and Learning Center at Pratt to receive guidance regarding proper formatting of syllabi and for further teaching resources.
I had to determine the types of social, ethical and political problems challenging information professionals in their work. To do this I incorporated an internship at the NYPL's Picture Collection where I was able to conduct multiple in person interviews with those currently working in the LIS field. I wanted to gain a wide range of perspectives on LIS education and professions, which lead to me the creation and distribution of a survey. Both the interviews and surveys provided me first hand accounts of interactions with LIS curriculums, in terms of what was offered and what they felt was lacking. I also gained insight into what mattered most to them in the field of LIS and their interactions with the public and co-workers. Alongside the survey and interview responses I did extensive research regarding current curriculums in LIS, trends and issues in the field, and relationships between what is being taught in LIS education and on the job realities.
I created a loose structure for my desired syllabus and by giving each week a theme and title used it as a plan to guide my research on the topics I felt supported my thesis. Using my wide network of contacts in social work, psychology, community organizing, and social justice minded colleagues within the LIS field I was able to divine a diverse array of resources and readings to be used in the syllabus. I did not want to use lengthy, heavily theory based texts for this course and prioritized shorter, pithier, web based resources created by organizations working directly on the issue at being discussed. Knowing that different learning styles are supported by different types of mediums I also prioritized finding videos, podcasts and other multimedia resources to support those who might be better visual or auditory learners.
While working on this project I continually reflected on my role as content creator and the authority I would possess as a teacher of this material. I engaged in critical reflection regularly and sought out feedback from current LIS students. I wanted to ensure that I was creating a syllabus that would support the learning needs and goals of those who would, in theory, be the beneficiaries of the end result of this independent study.
My thesis: LIS students are not exposed to the day-to-day issues/conflicts of the profession or provided concrete strategies to handle them while in school. Designing a course that focuses on teaching LIS students not only the concept of praxis - that is, the bridging of theory into everyday practice based on their personal and professional values - but also providing them with opportunities to apply their learning will ensure they leave with exposure to the issues and the critical thinking skills needed to support them throughout their careers.
I am the sole creator of this work.
This project showcases my ability to identify an issue within the LIS field, formulate it into a goal oriented thesis question, conduct research to prove my thesis and support my proposed solution.
Navigating Power and Oppression in the Workplace: Critically Informed Praxis for LIS Professionals