Dismantling Deficit Thinking in Library Instruction for International Students

Deficit thinking continues to plague library instruction since it often requires specific training to recognize. International students are particularly vulnerable victims of instructors exhibiting a deficit viewpoint. Instruction librarians can break out of the deficit mindset by acknowledging the actual issues that impact international students, critically examining their own teaching background and identity, exhibiting cultural humility, employing culturally responsive teaching methods, and intentionally designing classroom experiences that will equip international students with the tools they need to succeed.

This is an Accepted Manuscript of an article published by Taylor & Francis in Journal of Library Administration on 2023-10-03, available online: https://www.tandfonline.com/10.1080/01930826.2023.2262370.

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Work Title Dismantling Deficit Thinking in Library Instruction for International Students
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Open Access
Creators
  1. Emily Reed
Keyword
  1. Deficit thinking
  2. Academic libraries
  3. International students
  4. Culturally responsive teaching
  5. Library instruction
License CC BY-NC 4.0 (Attribution-NonCommercial)
Work Type Article
Publisher
  1. Journal of Library Administration
Publication Date October 30, 2023
Publisher Identifier (DOI)
  1. https://doi.org/10.1080/01930826.2023.2262370
Deposited December 17, 2023

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    Keyword
    • Deficit thinking, Academic libraries, International students, Culturally responsive teaching, Library instruction
  • Updated