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Inclusive and equity-minded pedagogy is inspired by a rich array of
theories including Black feminist thought, critical race theory,
cultural humility, cultural competence, disabilities studies,
universal design for learning, and critical information literacy.
When we base our instruction on inclusive and equitable pedagogies,
we endeavor to connect authentically with students as well as to
connect classroom learning to the context of their lives. We share
power with students, centering them and their varied learning
preferences, and strive to create a culture of care, empathy, and
humility both in and out of the classroom. When we clearly share
our objectives and expectations for a learning experience, students
may better understand us and the learning context we aspire to
create. Â In Exploring Inclusive & Equitable Pedagogies:
Creating Space for All Learners, seven thorough sections across two
volumes examine: Â Anti-Racist Approaches Intentional
Information Literacy Engendering Care and Empathy Community
Building Universal Design for Learning: An Important Benchmark
Instructor Identity and Positionality Professional Development
 Chapters cover topics including dismantling, reexamining,
and reconstructing notions of authority in information literacy
instruction; teaching technology inclusively; using primary sources
to research queer and feminist histories; cocreating knowledge
practices with students; prioritizing accessibility in synchronous
and asynchronous learning environments; cultural humility, funds of
knowledge, and information literacy instruction with
first-generation students; designing and managing inclusive group
projects; and much more. Â To become the instructors our
students need, we must adopt the mindsets and develop the
underlying skills to enact inclusive and equitable teaching and
learning. Exploring Inclusive & Equitable Pedagogies offers
reflections, practices, and models that deepen our collective
understanding of equitable and inclusive theories and practices and
present new grounding for both our individual teaching and our
instruction programs.
Inclusive and equity-minded pedagogy is inspired by a rich array of
theories including Black feminist thought, critical race theory,
cultural humility, cultural competence, disabilities studies,
universal design for learning, and critical information literacy.
When we base our instruction on inclusive and equitable pedagogies,
we endeavor to connect authentically with students as well as to
connect classroom learning to the context of their lives. We share
power with students, centering them and their varied learning
preferences, and strive to create a culture of care, empathy, and
humility both in and out of the classroom. When we clearly share
our objectives and expectations for a learning experience, students
may better understand us and the learning context we aspire to
create. In Exploring Inclusive & Equitable Pedagogies: Creating
Space for All Learners, seven thorough sections across two volumes
examine: Â Anti-Racist Approaches Intentional Information
Literacy Engendering Care and Empathy Community Building Universal
Design for Learning: An Important Benchmark Instructor Identity and
Positionality Professional Development  Chapters cover
topics including dismantling, reexamining, and reconstructing
notions of authority in information literacy instruction; teaching
technology inclusively; using primary sources to research queer and
feminist histories; cocreating knowledge practices with students;
prioritizing accessibility in synchronous and asynchronous learning
environments; cultural humility, funds of knowledge, and
information literacy instruction with first-generation students;
designing and managing inclusive group projects; and much more.
 To become the instructors our students need, we must adopt
the mindsets and develop the underlying skills to enact inclusive
and equitable teaching and learning. Exploring Inclusive &
Equitable Pedagogies offers reflections, practices, and models that
deepen our collective understanding of equitable and inclusive
theories and practices and present new grounding for both our
individual teaching and our instruction programs.
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