Critical library instruction can break down barriers to learning because it requires self-reflection on pedagogical theory, teaching practices, and assessment. It places emphasis on process rather than product, and considers the historical, cultural, social, economic, and political forces that interact with information in order to foster criticism, disruption, and interrogation of these forces.
Approaching the library classroom through a critical lens disrupts the traditional power dynamic between teacher and student, and can open up spaces for students to develop their own understanding of the oppressive structures upholding a non-neutral information system (e.g. publisher paywalls, biased algorithms, and hegemonic controlled vocabularies) (TriCollege Libraries).
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