Informed Asset-Based Pedagogy: Coming Correct, Counter-stories from an Information Literacy Classroom

Morrison, Kim

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https://hdl.handle.net/2142/101408 Copy

Description

Title

Informed Asset-Based Pedagogy: Coming Correct, Counter-stories from an Information Literacy Classroom

Author(s)

Morrison, Kim

Issue Date

2017

Keyword(s)

• Cultural assets
• Empowerment
• Hyperconnected societies
• Information science

Abstract

The cultural assets and lived experiences of communities of color are surfaced through asset-based informed autoethnographic counterstories of students and teacher. These counter-stories often refute external narratives and provide an academic space for students to articulate their lived experiences. The curricula combine autoethnographic methods, hip-hop, and asset-based pedagogy that centers students’ explicit racial, cultural context, lived experiences, and cultural wealth as foundational to student learning. Teacher and students express how they use their cultural assets to drive academic literacy and engagement. The structure in which I am presenting information in this article differs from that of “traditional articles.” The structure of the article and methods used are, in my opinion, the best way to present what my students and I have to say. Please honor and engage with it. I take the approach of writing in the first person in this article. It is indicative of the method of autoethnography, rather than producing information in the third person.

Publisher

Johns Hopkins University Press. The School of Information Sciences at Illinois. University of Illinois at Urbana-Champaign.

Series/Report Name or Number

Library Trends 66 (2). Fall 2017

Type of Resource

text

Language

en

Permalink

http://hdl.handle.net/2142/101408

DOI

https://doi.org/10.1353/lib.2017.0034

Copyright and License Information

Copyright 2018 Board of Trustees of the University of Illinois

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