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Monday, September 19, 2016
Culturally-Responsive Teaching
Reprinted from: http://www.ala.org/acrl/publications/keeping_up_with/crt -- since I wrote this article (along with my coworker/supervisee Cindy Conley), I think I can publish it on my blog as long as I give credit to ALA's Keeping Up With... online publication.
Notes
The United States will become more diverse in the next 50 years,
with the percentage of minorities growing from 37% in 2012 to 57 percent
by 2060 [1]. This change in population is reflected in higher
education, and has implications for academic libraries and the services
we provide. Librarians, as instructors and promoters of information
literacy, must not only seek to understand the varied cultural
backgrounds of their students, but must be responsive to these
differences.
The term “culturally relevant teaching” was defined by Gloria
Ladson-Billings in 1994 as “a pedagogy that empowers students […] by
using cultural referents to impart knowledge, skills, and attitudes”
[2]. Geneva Gay built upon this concept with the term “culturally
responsive teaching,” which she defines as “using the cultural
characteristics, experiences, and perspectives of ethnically diverse
students as conduits for teaching them more effectively” [3]. Underlying
the concept of culturally responsive teaching is the assumption of
“otherness;” that is, in every society there are dominant ideas defined
by the majority population, and those who do not fit into the dominant
group are viewed as the “Other” while “the dominant ideologies embody
power and influence educational policies and practices” [4]. Efforts
should therefore be made to be more inclusive of “Other” students to
compensate for this inherent inequality in our education system.
Understand Multiculturalism
Understand Multiculturalism
Get to know your students, and build an understanding of
multiculturalism. “[B]y being aware of the representative languages,
cultures, and learning styles, librarians can make instruction more
meaningful and relevant to their students’ lives” [5]. In order for our
instruction to be as authentic and relevant as possible, “information
literacy instructors must become sociocultural literate to demonstrate
the uses for research in a variety of contexts” [6]. It is important for
librarians to understand that “[c]ulture encompasses many things, some
of which... have direct implications for teaching and learning. Among
these are ethnic groups’ cultural values, traditions, communication,
learning styles, contributions, and relational patterns” [7]. In the
same way that teacher preparation programs are looking at better
incorporating multicultural understanding in their curriculum [8],
library science programs should also consider ways to educate librarians
about cultural diversity.
Incorporate Students’ Backgrounds
Incorporate Students’ Backgrounds
Use examples in your lessons that reflect the cultural backgrounds
of your students [9]. For example, faculty members might design case
studies that incorporate multi-ethnic names and scenarios [10].
Similarly, librarians can teach about developing search strategies,
identifying information needs, or evaluating authority using sample
topics and keywords that are inclusive and sensitive to various cultural
perspectives [11]. Furthermore, incorporating students’ backgrounds in
instruction is a learner-centered approach to teaching which “places the
student at the centre of the learning process” [12].
Diversify Your Teaching Methods
Diversify Your Teaching Methods
Design instruction that incorporates a variety of teaching methods,
including active learning, group work, and open-ended questioning.
Students from “Other” backgrounds have different ideas about learning
“and respond to challenges in different ways” [13]. Many ethnic groups
have different “protocols of participation in discourse” [14]. Some
students may find answering questions intimidating because of language
barriers, disability, fear of being “wrong,” or other reasons. Encourage
students to share their experiences and opinions, but have alternate
ways for students to submit responses or questions in order to
accommodate different learning styles, abilities, and understandings
[15]. Allowing students to work in groups can help support those
students who learn better collaboratively [16] as well as allow
English-language learners to practice language skills with their peers
[17]. Bottom line: good instructional design leads to better student
performance for all students.
Scaffold and Set High Expectations
Scaffold and Set High Expectations
Scaffold learning, and set high expectations for all students. The
instructor should act as a bridge between students’ pre-existing
knowledge and the next level of understanding [18]. “Starting with small
goals and scaffolding upon student knowledge, teachers can create
opportunities for students to experience academic success” [19].
Contrary to what some believe, being culturally responsive does not
equate with “dumbing down” the curriculum. This misconception is largely
due to the disparity between the backgrounds of most faculty and staff
and those of the students they teach. “This disparity affects teachers’
expectations for their students’ optimal learning [...] the perceived
differences in their students’ attitudes, lifestyles, and social
networks define both their work and their responses to students” [20].
Librarians should keep these high expectations in mind in the classroom
and in one-on-one interactions with students.
Collections and Programming
Collections and Programming
Libraries can influence culturally-responsive teaching through
collections and programming. Academic librarians can foster “diverse
learning opportunities through culturally relevant library collections”
[21] by purchasing works written by authors with diverse backgrounds and
containing subject matter that reflects differing realities and
perspectives, increasing opportunities for students to encounter views
that might be different from their own. Libraries can also sponsor
multicultural-themed exhibits and programs that promote diversity. These
programs serve to educate students about different cultures while
showing the library as a supportive, welcoming place for all students to
study and learn.
Among the challenges many institutions of higher education face is their lack of diversity, especially among faculty and staff, as well as significant attainment gaps among minority groups. Librarians as academics have the power to be “agents of change” and, indeed, have a moral responsibility to support and facilitate student learning [22]. As the “centers of campus” which serve all students, staff, and faculty, and by incorporating culturally-responsive teaching through our instruction, our collections, and our programming, academic libraries can have a significant impact on supporting diversity and student success at our institutions.
Among the challenges many institutions of higher education face is their lack of diversity, especially among faculty and staff, as well as significant attainment gaps among minority groups. Librarians as academics have the power to be “agents of change” and, indeed, have a moral responsibility to support and facilitate student learning [22]. As the “centers of campus” which serve all students, staff, and faculty, and by incorporating culturally-responsive teaching through our instruction, our collections, and our programming, academic libraries can have a significant impact on supporting diversity and student success at our institutions.
Notes
[1] “U.S. Census Bureau Projections Show a Slower Growing, Older,
More Diverse Nation a Half Century from Now.” United States Census
Bureau. Last modified Dec. 12, 2012. https://www.census.gov/newsroom/releases/archives/population/cb12-243.html.
[2] Coffey, Heather. “Culturally Relevant Teaching.” Learn NC. Accessed December 15, 2015. http://www.learnnc.org/lp/pages/4474.
[3] Gay, Geneva. “Preparing for Culturally Responsive Teaching.” Journal of Teacher Education 53, no. 2 (2002): 106-116. http://www.uwec.edu/COEHS/upload/Pattee-Article.pdf.
[4] Atwater, Mary M., Tonjua B. Freeman, Malcolm B. Butler, and
Jessie Draper-Morris. “A Case Study of Science Teacher Candidates’
Understandings and Actions Related to the Culturally Responsive Teaching
of ‘Other’ Students.” International Journal of Environmental & Science Education 5, no. 3 (2010): 287-317.
[5] Mestre, Lori. “Culturally Responsive Instruction for Teacher-Librarians.” Teacher Librarian 36, no. 3 (2009): 8-12.
[6] Blas, Elise. “Information Literacy in the 21st Century Multicultural Classroom: Using Sociocultural Literacy.” Education Libraries 37, no. 1-2 (2014): 33-41.
[7] Gay.
[8] Atwater, et al.
[9] Ibid.
[10] Jabbar, Abdul and Glenn Hardaker. "The Role of Culturally
Responsive Teaching for Supporting Ethnic Diversity in British
University Business Schools." Teaching in Higher Education 18, no. 3 (2013): 272-284.
[11] Blas.
[12] Jabbar, et al
[13] Ibid.
[14] Gay.
[15] Blas.
[16] Mestre.
[17] Blas.
[18] Jabbar.
[19] Coffey.
[20] Atwater, et al.
[21] Doll, Carol and Kasey Garrison. "Creating Culturally Relevant
Collections to Support the Common Core: A Framework for Teacher
Librarians." Teacher Librarian 40, no. 5 (2013): 14-18.
[22] Jabbar, et al.
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