Post on 06-May-2015
description
transcript
REVALUING
LIBRARIES:
c o n t e n t ,
c o n t a i n e r ,
o r c o n c e p t ?
A L S O K N O W N A S :
how barbara f ister
stole my thunder
@ c h a r b o o t h
NARRATIVES
NARRATIVES
1
2
3
1
2
3
D E S T R U C T I O N
1
2
3
D E S T R U C T I O N
D E C L I N E
1
2
3
D E S T R U C T I O N
D E C L I N E
D I S P L A C E M E N T
1 D E S T R U C T I O N
1 D E S T R U C T I O N
1 D E S T R U C T I O N
2 D E C L I N E
2 D E C L I N E
2 D E C L I N E
3 D I S P L A C E M E N T
2
3 D I S P L A C E M E N T
D E C L I N E
C O N T E N T
C O N T A I N E R
C O N T E N T
C O N T A I N E R
C O N T E N T
C O N C E P T
re e d
✓ COMISSERATION
✓ COMISSERATION
✓ GRAFFITING
✓ COMISSERATION
✓ GRAFFITING
✓ MAKING OUT
✓ COMISSERATION
✓ GRAFFITING
✓ SLEEPING
✓ MAKING OUT
O W N E R S H I P
R I T U A L
C O M M U N I T Y
E N G A G E M E N T
I N T E N T I O N
E N G A G E M E N T
I N T E N T I O N
E N G A G E M E N T
D I S C I P L I N E
I N T E N T I O N
E N G A G E M E N T
D I S C I P L I N E
L E A R N I N G
I N T E N T I O N
E N G A G E M E N T
L E A R N I N G
D I S C I P L I N E
E X P E R I E N C E
K N O W L E D G E
I N T E N T I O N
E N G A G E M E N T
L E A R N I N G
D I S C I P L I N E
E X P E R I E N C E
C U L T U R E
M E M O R Y
M E M O R Y
C O N T E N T
C O N T A I N E R
C O N T E N T
C O N T A I N E R
C O N T E N T
C O N T A I N E R
C O N C E P T
C O N T E N T
C O N T A I N E R
a c c e s s
a c c e s s
f r e e d o m
a c c e s s
f r e e d o m
a d v o c a c y
a c c e s s
f r e e d o m
a d v o c a c y
i n q u i r y
a c c e s s
f r e e d o m
a d v o c a c y
i n q u i r y
o p e n n e s s
a c c e s s
f r e e d o m
a d v o c a c y
i n q u i r y
o p e n n e s s
C O N T E N T
C O N T A I N E R
C O N T E N T
C O N T A I N E R
C O N T E N T
C O N C E P T
O P E N S C H O L A R S H I P A S P E DA G O G Y
p a u l o f r e i r e
p a u l o f r e i r e
j o h n d e w e y
j a c k m e z i r o w
b e l l h o o k s
CONTENT
C O N TA I N E R
C O N C E P T
c h a r b o o t h @ g m a i l
i n f o m a t i o n a l . c o m
@ c h a r b o o t h
C H A R B O O T H
i n s t r u c t i o n s e r v i c e s M A N A G E R
& e - l e a r n i n g L I B R A R I A N
c l a r e m o n t c o l l e g e s
L I B R A R Y
t inyur l .com/peabodyposters
s l i d e s h a r e . n e t / c h a r b o o t h
bennett, s. (2009). libraries and learning: a history of paradigm
change. p o r t a l : l i b r a r i e s a n d t h e a c a d e m y 9 (2 ) , 181 -197.
re t r ieved 10 october 2011, f rom pro ject muse database.
knuth, r. (2006). burning books and leveling libraries: extremist
v io lence and cul tura l dest ruct ion . westpor t , conn: praeger.
knuth, r. (2003). libricide: the regime-sponsored destruction of books and
l ibrar ies in the twent ieth century . westpor t , conn: praeger.
SUGGESTED READING: 1 of 2
troll, d. (2001). how and why are libraries changing? digital
l i b r a r y f e d e ra t i o n w eb s i t e , r e t r i e ve d 1 0 o c t o b e r 2 0 1 1 ,
f r o m h t t p : / / o l d . d i g l i b . o r g / u s e / w h i t e p a p e r . h t m .
dewey, john. 1916. democracy and education.
accardi, drabinski, & kumbier. 2010. critical library instruction.
hooks, bell. 1994. teaching to transgress:
e d u c a t i o n a s t h e p r a c t i c e o f f r e e d o m .
freire, paulo. 1970. pedagogy of the oppressed.
mezirow, jack. 2009. transformative learning in practice:
ins ights f rom communi ty , workp lace, and educat ion .
SUGGESTED READING: 2 of 2
I M A G E C R E D I T S
y o u r s t r u l y
o p e n c l i p a r t . o r g
h u f f i n g t o n p o s t
w i k i m e d i a c o m m o n s . o r g
a l l e g r a g o n z a l e z
u s g . e d u
w w w . f l i c k r . c o m / p h o t o s / b a r t k i n g
e p h e s u s t o u r s . c o m
s i l i c o n a n g l e . c o m
h i s t o r y o f i n f o r m a t i o n . c o m