Purpose: This paper aims to suggest that classroom instructors should reflect and revise their pedagogy to lead a classroom designed to produce future information professionals who will be prepared to serve their communities in a radical way. Design/methodology/approach: The paper reviews the literature related to radical and humanizing pedagogies and then features an auto ethnographic case study which details how the author implemented some of the strategies. Findings: Formal study of pedagogy can improve the library and information science (LIS) teaching and learning process. Practical implications: Examining pedagogy in a formal way yields concrete suggestions for improving classroom management and content delivery. Social implications: Using a radical pedagogy can improve relationships between teachers and learners, and learners will be able to model the classroom strategies in their own professional practice. Originality/value: The study builds upon current examples of radical practice in the field and examines how such practices can be instilled even earlier in LIS graduate classrooms.
- Graduate education
- Humanizing pedagogies
- Library and information science
- Teaching and learning
ASJC Scopus subject areas
- Computer Science Applications
- Library and Information Sciences