Proposal Title

Pick a topic, any topic!: Using improvisational comedy techniques to bulwark feminist pedagogy

Presentation Type

Regular Presentation

Location

OM 3782

Start Date

19-2-2019 10:35 AM

End Date

19-2-2019 11:15 AM

Proposal Abstract

In 2017-18, I made a concerted effort to incorporate feminist pedagogy more fully into my instructional practices, paying particular attention to decentering my own authority, building knowledge collaboratively, and empowering students’ diverse ways of knowing. Because most of my information literacy instruction takes place in a required Introduction to University Writing course, every class incorporates a mix of domestic and international students, each with unique research interests and academic goals but little to no research background. To make the lesson work, to find that delicate balance between control and letting go, I found myself delving into my own history, not as a teacher, librarian, or researcher, but as a member of my high school improv troupe. By Establishing the Scene, Making Statements, Embracing the Unexpected, and Saying “Yes, AND…,” I have worked towards a format that empowers student knowledge and processes while still encouraging collaborative learning towards a shared goal of improved library research skills. Participants at this session will come away with an introduction to some of the basic goals and tenets of feminist pedagogy, an overview of the particular challenges of applying these tenets to library instruction, and some practical tips to mitigating these challenges by using improvisational comedy techniques. While most TPC participants will likely not be leading information literacy or library instruction themselves, many will have incorporated it into their classes; additionally, many of the tips for reconciling improv comedy and feminist pedagogy will be transferable across many types of instruction.

Statement

It was an adventure to convert a lesson plan over which I had tight control to one almost entirely student-driven. It was difficult finding students to participate; those who did would do or say things I hadn’t anticipated. Very quickly, I had to adapt and learn to embrace the unexpected.

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Feb 19th, 10:35 AM Feb 19th, 11:15 AM

Pick a topic, any topic!: Using improvisational comedy techniques to bulwark feminist pedagogy

OM 3782

In 2017-18, I made a concerted effort to incorporate feminist pedagogy more fully into my instructional practices, paying particular attention to decentering my own authority, building knowledge collaboratively, and empowering students’ diverse ways of knowing. Because most of my information literacy instruction takes place in a required Introduction to University Writing course, every class incorporates a mix of domestic and international students, each with unique research interests and academic goals but little to no research background. To make the lesson work, to find that delicate balance between control and letting go, I found myself delving into my own history, not as a teacher, librarian, or researcher, but as a member of my high school improv troupe. By Establishing the Scene, Making Statements, Embracing the Unexpected, and Saying “Yes, AND…,” I have worked towards a format that empowers student knowledge and processes while still encouraging collaborative learning towards a shared goal of improved library research skills. Participants at this session will come away with an introduction to some of the basic goals and tenets of feminist pedagogy, an overview of the particular challenges of applying these tenets to library instruction, and some practical tips to mitigating these challenges by using improvisational comedy techniques. While most TPC participants will likely not be leading information literacy or library instruction themselves, many will have incorporated it into their classes; additionally, many of the tips for reconciling improv comedy and feminist pedagogy will be transferable across many types of instruction.