A critical analysis of librarianship literature suggests that the traditional one-shot model of librarian instruction reinforces the hidden curriculum, impeding the academic advancement of first-generation low-income (FGLI) and underrepresented students. This approach hinders their academic progress and exacerbates existing disparities in librarian pedagogy. To address these shortcomings, Culturally Responsive Teaching (CRT) should be adopted as a pedagogical framework, and librarians must prioritize cultural competency to effectively serve the diverse student populations they care for. This proposal advocates for a paradigm shift in librarian instruction, calling for a thorough examination of the hidden curriculum and the one-shot model.
Participants will:
- identify the Hidden Curriculum and the ways in which it impacts first-generation and low income (FGLI) students
- identify shortcomings in the one-shot instruction model, particularly in relation to FGLI students.
- recognize and apply innovative ideas to improve their information literacy instruction, creating a more equitable learning environment for all students.
