Abstract
In recent years, contemplative pedagogy (CP) has gained traction as an instructional approach that fosters deepened awareness, concentration, and insight through contemplative practices. These practices integrate the body, mind, and emotional states, offer alternative ways of knowing and are particularly relevant in addressing the heightened stress and anxiety among college students and educators, exacerbated by the COVID-19 pandemic and current societal issues. Evidence suggests that CP enhances student experiences and encourages critical reflection on librarianship, promoting inclusivity and challenging systems of oppression (Moniz and Slutzky, 2016; Charney and Colvin, 2018), encouraging librarians to be inclusive and to consider how conventional approaches to instruction have played a role in supporting systems of oppression, power, and privilege, all while enhancing metacognitive processing for their students. This presentation will showcase the findings of a recent study conducted by the speaker on the contemplative pedagogical practices of academic librarians in Canada and the United States, undertaken in the Fall and Winter of 2024/25. Based on the study’s findings, the author will provide a high-level overview of how librarians can enrich their professional practices in the realm of information literacy and support both educators and students in navigating today's complex educational landscape through the integration of contemplative practices.
The study used a mixed methods approach that included an extensive survey focused on the integration of contemplative practices of academic librarians into their information literacy interventions, as well as the role of institutional supports. In addition, interviews with librarians willing to share their experiences and practices in this area revealed the benefits, challenges, and best practices that can be considered and integrated into one’s professional instructional practice. The study amplifies the benefits of CP, as well as revealing common integration methods and their perceived impact on educational experiences. The presenter will provide an overview of how librarians can enhance their professional practices in information literacy through CP, supported by the study’s data. The discussion includes library and institutional support for CP, motivations, and benefits for both librarians and students, professional development opportunities, and the application of CP in navigating emerging AI tools. Additionally, the presenter will offer a brief showcase of a series of modules in progress that are being created to support integration of CP into one’s instruction, and will offer reflection on the development of an institutional community of practice.
Participants will gain an understanding of various contemplative practices, their impact on students, and the necessary library and institutional supports for implementing CP to ameliorate student experiences.
References
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