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Actionable Design Justice for Libraries

Core Works

Teaching to transgress: Education as the practice of freedom
hooks, bell. (1994) Routledge
Design Justice, A.I., and Escape from the Matrix of Domination
Costanza-Chock, Sasha. (2018) Journal of Design and Science
Design Justice Community-Led Practices to Build the Worlds We Need
Costanza-Chock, Sasha. (2018) MIT Press
Pedagogy of the oppressed
Freire, Paulo (2000) Continuum

Library Instructional Design

LibGuides by Design: Using Instructional Design Principles and User-Centered Studies to Develop Best Practices
Bergstrom-Lynch, Y.; Services Quarterly, 15(3), 205–223.
Undergraduate Perceptions of Information Use: The Basis for Creating User-Centered Student Information Literacy Instruction
Maybee, C. (2006). The Journal of Academic Librarianship, 31(1) 79-85.
"This Is What Learning Looks Like!": Backward Design and the Framework in First Year Writing
Mills, j., Wiley C., & Williams, J. (2019) Portal: Libraries and the Academy, 19(1), 155-175.

Critical Library Pedagogy

What is critical about critical librarianship?
Drabinski, E. (2019). Art Libraries Journal, 44(2), 49-57.
Dismantling Deficit Thinking: A strengths-based inquiry into the experiences of transfer students in and out of academic libraries.
Heinbach, C., Fiedler, B. P., Mitola, R., & Pattni, E. (2019). In the Library with the Lead Pipe.
On their own terms: First-year student interviews about everyday life research can help librarians flip the deficit script.
Kocevar-Weidinger, E., Cox, E., Lenker, M., Pashkova-Balkenhol, T., & Kinman, V. (2019) Reference Services Review, 47(2), 169–192.
A Decade of Critical Information Literacy: A Review of the Literature
Tewell, E. (2015) Comminfolit, 9(1), 24.

ACRL Framework

Seeking Social Justice in the ACRL Framework
Battista, A., Ellenwood, D., Gregory, L., Higgins, S., & New York University. (2015). Comminfolit, 9(2), 111.
That Which Cannot Be Named: The Absence of Race in the Framework for Information Literacy for Higher Education.
Rapchak, M. (2019). Journal of Radical Librarianship, 5, 173–196.
How Information Works: ACRL Framework for Information Literacy in Lay Language.
Saines, S.; Broughton, K.; Intrator, M.; Schmillen, H.; & Wochna, L. (2018).
Illuminating Social Justice in the Framework: Transformative Methodology, Concept Mapping and Learning Outcomes Development for Critical Information Literacy.
Santa Clara University, & Branch, N. (2019). Communications in Information Literacy, 13(1).

Critical Assessment

Impacting Information Literacy Learning in First-Year Seminars: A Rubric-Based Evaluation.
Booth, C. (2015). portal: Libraries and the Academy, 15(3), 489-512.
Information Literacy Combined Rubric: Mapping the ACRL Framework to the AAC&U VALUE Rubric (Final Report of the Information Literacy Rubric Task Force)
Goldman, C., Heskett, K., & Turnbow, D. (2020).
Asking the Right Questions: Bridging Gaps Between Information Literacy Assessment Approaches.
Head, A. J., Bull, A. C., & MacMillan, M. (2021). Against the Grain, 31(4).
Moving from Critical Assessment to Assessment as Care.
The University of Houston, & Arellano Douglas, V. (2020). Communications in Information Literacy, 14(1).