Education 2.0 & 3.0

9.30 - 10.00 Registration

10.00 Welcome and housekeeping

10.15 - 11.00 Group Discussion.

11:00-11:40 Presentation

11.00 - 11.40 Decolonising LSE Collections - Kevin Wilson (London School of Economics)

11.40 - 11.50 Tea break

11:50 - 13:10 Presentations

11.50 - 12.30 Broaden my Bookshelf: working with the University of Huddersfield SU to tackle the attainment gap -…

Via Elizabeth E Charles

Our information literacy research has highlighted the importance of bringing minority or indigenous voices into our research conversations with students and colleagues. I previously posted on information literacy’s (IL) role in decolonising the curriculum. As I reflect on that post, two key questions have emerged:

• How can we, as teachers and librarians, ensure our students are being exposed to a range of perspectives on any issue?
• How can we support students to find a range of diverse voices in Google, Google Scholar and academic databases?

Via Elizabeth E Charles

We all have an original nature, with our own authentic wants and needs. We act spontaneously. Then we meet other people. Very soon, who and what we want to become and even who we believe ourselves to be becomes influenced or even defined by others. Such internalised messages can become self-limiting, and the friction between the self-concept imposed from without and a person’s true nature within can be painful and may even result in mental ill-health (Dykes, Postings, Kopp, & Crouch, 2017, p. 179). For repressed groups, such as women and black, Asian and minority ethnicity (BAME) people, the messages received about who a person is and what they should be are often harmful and repressive. These groups are systematically shown that that they do not matter to society, not least through the lack of BAME role models and the abrogation of their cultural heritage. BAME women suffer intersectional repression and are among the hardest hit.

Via Elizabeth E Charles