Robin Brown, BSFS, MLS, MA is professor and head of public services for the library at Borough of Manhattan Community College (CUNY). She identifies as a person with disabilities and has published significant work on universal design for learning and disabilities studies. She identifies as a white, cis gender person and acknowledges that she has benefited from privileges on many different levels.Elizabeth Foster, MSLS, is the social sciences data librarian at the University of Chicago. She serves as the subject expert for sociology and provides research and instructional support for data-driven research. Her research interests include anti-racist pedagogy, reflective practice, and data privacy.Melissa N. Mallon (she/her), MLIS, is associate university librarian for teaching & learning at Vanderbilt University. She has published, presented, and taught professional development courses in the areas of online learning, instructional design, and the impact of information and digital literacies on student learning. Her previous books include Partners in Teaching & Learning: Coordinating a Successful Academic Library Instruction Program (2020); The Pivotal Role of Academic Librarians in Digital Learning (2018); and the co-edited volume, The Grounded Instruction Librarian: Participating in the Scholarship of Teaching & Learning (2019). Positionality Statement: I identify as a white, cis-gendered woman, which affords me an acknowledged place of privilege. Through my teaching and research, I strive to use this privilege to give voice to those that may be underrepresented or unheard in both libraries and higher education. I strive to lead with empathy and humility, and endeavor to not stop listening and learning.Jane Nichols provides research and instructional support as a humanities librarian and a liaison to the Undergrad Research & Writing Center at Oregon State University. Reflecting the variety of roles she has taken over her career, she has published and presented on myriad topics aimed at improving library services and spaces for all. Her scholarship extends to editing “The Americas” volume of Women’s Lives around the World: A Global Encyclopedia. A white, cis-gendered queer lesbian, she lives and works in the traditional homelands of the Marys River or Ampinefu Band of Kalapuya.Ariana Santiago (she/her) is the head of open education services at the University of Houston Libraries. She has published, presented, and contributed professional service in the areas of open educational resources, information literacy, and library outreach. Ariana earned an M.A. in applied learning and instruction from the University of Central Florida and an M.A. in library and information science from the University of South Florida.Maura Seale is the history librarian at the University of Michigan, providing research and instructional support for students and faculty in the history department. Maura holds an M.S.I. from the University of Michigan School of Information, an M.A. in American studies from the University of Minnesota, and a graduate certificate in digital public humanities from George Mason University. Her research focuses on critical librarianship, library pedagogy, political economy and labor in libraries, and race and gender in libraries. She is the co-editor, with Karen P. Nicholson, of The Politics of Theory in the Practice of Critical Librarianship (2018). Her work can be found at www.mauraseale.org and she welcomes comments via @mauraseale.

• Volume 1 Acknowledgements Introduction Section 1. Anti-racist Approaches IntroductionElizabeth Foster Chapter 1. “Dismantling the Machine”: A Case Study of Cross-campus, Multi-institutional Efforts to Address Systemic RacismAva Brillat, Roxane Pickens, and Kelsa Bartley Chapter 2. Actualizing Research Skills: Integrating Culturally Responsive Practices into Library InstructionFaith Bradham Chapter 3. Civic Engagement in the Virtual Classroom: Using Dialogic Pedagogy to Create an Inclusive Space for Student LearningAlicia G. Vaandering Chapter 4. The Impact of Oppression: Transforming Historical Database Instruction into Contemporary DiscussionKelleen Maluski Chapter 5. Unlearning: First Steps toward an Anti-oppressive Information LiteracyScott R. Cowan and Selinda Adelle Berg Chapter 6. Supporting Epistemic Justice in the Anti-racist ClassroomMaggie Clarke Chapter 7. Algorithmic Literacy as Inclusive PedagogyMelanie Sellar Chapter 8. Oppressive Authority: Dismantling, Reexamining, and Reconstructing Notions of Authority in Information Literacy InstructionMelissa Chomintra Section 2. Intentional Information LiteracyIntroductionMaura Seale Chapter 9. The Feminist First-Year Seminar: Using Critical Pedagogy to Design a Mandatory Information Literacy CourseHeather Campbell Chapter 10. Better Learning through Legal Research: Increasing Law Students’ Cultural Competency and Awareness of Diversity, Equity, Inclusion, and Accessibility Using Legal Research InstructionClanitra Stewart Nejdl Chapter 11. Digital Archive Kits: Accessibility and FlexibilityGlenn Koelling Chapter 12. Teaching Technology Inclusively: One Librarian’s Critical Digital Pedagogy Approach to One-Shot Instruction SessionsTierney Steelberg Chapter 13. Theories of Motivation as Inclusive Pedagogy: Strategies for Engaging and Equitable InstructionFrancesca Marineo Munk Chapter 14. Facilitating Critical Information Literacy: Using Intergroup Dialogue to Engage with the FrameworkDebbie Krahmer Chapter 15. Drawing to Conceptualize Research, Reduce Implicit Bias, and Establish Researcher Positionality in the Graduate ClassroomKari D. Weaver, Frances Brady, and Alissa Droog Chapter 16. Examining the Information Literacy Dreamfield: Applying a Sentipensante Pedagogy to Library Research ConsultationsSheila GarcÍa Mazari and Samantha Minnis Section 3. Engendering Care and EmpathyIntroductionMelissa N. Mallon Chapter 17. Empowering Students by Using Primary Sources to Research Queer and Feminist HistoriesKate Drabinski, Jo Gadsby, and Lindsey Loeper Chapter 18. Teaching and Learning through a Feminist Framework: Intersectionality and Primary Source LiteracySharon Ladenson Chapter 19. Black Student Union Protests and a Cemetery: Creating Space for All Learners in the ArchivesRandi Beem Chapter 20. Human Library: Inclusion and Understanding through DialogueAllison McFadden-Keesling Chapter 21. Flexible Pedagogies for Inclusive Learning: Balancing Pliancy and Structure and Cultivating Cultures of CareAndrea Baer Chapter 22. Cultivating Connection: Attending to Student Affect through a Pedagogy of CareLiz Chenevey Conclusion. A Call to Action About the Editors About the Authors

Robin Brown, BSFS, MLS, MA is professor and head of public services for the library at Borough of Manhattan Community College (CUNY). She identifies as a person with disabilities and has published significant work on universal design for learning and disabilities studies. She identifies as a white, cis gender person and acknowledges that she has benefited from privileges on many different levels.Elizabeth Foster, MSLS, is the social sciences data librarian at the University of Chicago. She serves as the subject expert for sociology and provides research and instructional support for data-driven research. Her research interests include anti-racist pedagogy, reflective practice, and data privacy.Melissa N. Mallon (she/her), MLIS, is associate university librarian for teaching & learning at Vanderbilt University. She has published, presented, and taught professional development courses in the areas of online learning, instructional design, and the impact of information and digital literacies on student learning. Her previous books include Partners in Teaching & Learning: Coordinating a Successful Academic Library Instruction Program (2020); The Pivotal Role of Academic Librarians in Digital Learning (2018); and the co-edited volume, The Grounded Instruction Librarian: Participating in the Scholarship of Teaching & Learning (2019). Positionality Statement: I identify as a white, cis-gendered woman, which affords me an acknowledged place of privilege. Through my teaching and research, I strive to use this privilege to give voice to those that may be underrepresented or unheard in both libraries and higher education. I strive to lead with empathy and humility, and endeavor to not stop listening and learning.Jane Nichols provides research and instructional support as a humanities librarian and a liaison to the Undergrad Research & Writing Center at Oregon State University. Reflecting the variety of roles she has taken over her career, she has published and presented on myriad topics aimed at improving library services and spaces for all. Her scholarship extends to editing “The Americas” volume of Women’s Lives around the World: A Global Encyclopedia. A white, cis-gendered queer lesbian, she lives and works in the traditional homelands of the Marys River or Ampinefu Band of Kalapuya.Ariana Santiago (she/her) is the head of open education services at the University of Houston Libraries. She has published, presented, and contributed professional service in the areas of open educational resources, information literacy, and library outreach. Ariana earned an M.A. in applied learning and instruction from the University of Central Florida and an M.A. in library and information science from the University of South Florida.Maura Seale is the history librarian at the University of Michigan, providing research and instructional support for students and faculty in the history department. Maura holds an M.S.I. from the University of Michigan School of Information, an M.A. in American studies from the University of Minnesota, and a graduate certificate in digital public humanities from George Mason University. Her research focuses on critical librarianship, library pedagogy, political economy and labor in libraries, and race and gender in libraries. She is the co-editor, with Karen P. Nicholson, of The Politics of Theory in the Practice of Critical Librarianship (2018). Her work can be found at www.mauraseale.org and she welcomes comments via @mauraseale.

• Volume 1 Acknowledgements Introduction Section 1. Anti-racist Approaches IntroductionElizabeth Foster Chapter 1. “Dismantling the Machine”: A Case Study of Cross-campus, Multi-institutional Efforts to Address Systemic RacismAva Brillat, Roxane Pickens, and Kelsa Bartley Chapter 2. Actualizing Research Skills: Integrating Culturally Responsive Practices into Library InstructionFaith Bradham Chapter 3. Civic Engagement in the Virtual Classroom: Using Dialogic Pedagogy to Create an Inclusive Space for Student LearningAlicia G. Vaandering Chapter 4. The Impact of Oppression: Transforming Historical Database Instruction into Contemporary DiscussionKelleen Maluski Chapter 5. Unlearning: First Steps toward an Anti-oppressive Information LiteracyScott R. Cowan and Selinda Adelle Berg Chapter 6. Supporting Epistemic Justice in the Anti-racist ClassroomMaggie Clarke Chapter 7. Algorithmic Literacy as Inclusive PedagogyMelanie Sellar Chapter 8. Oppressive Authority: Dismantling, Reexamining, and Reconstructing Notions of Authority in Information Literacy InstructionMelissa Chomintra Section 2. Intentional Information LiteracyIntroductionMaura Seale Chapter 9. The Feminist First-Year Seminar: Using Critical Pedagogy to Design a Mandatory Information Literacy CourseHeather Campbell Chapter 10. Better Learning through Legal Research: Increasing Law Students’ Cultural Competency and Awareness of Diversity, Equity, Inclusion, and Accessibility Using Legal Research InstructionClanitra Stewart Nejdl Chapter 11. Digital Archive Kits: Accessibility and FlexibilityGlenn Koelling Chapter 12. Teaching Technology Inclusively: One Librarian’s Critical Digital Pedagogy Approach to One-Shot Instruction SessionsTierney Steelberg Chapter 13. Theories of Motivation as Inclusive Pedagogy: Strategies for Engaging and Equitable InstructionFrancesca Marineo Munk Chapter 14. Facilitating Critical Information Literacy: Using Intergroup Dialogue to Engage with the FrameworkDebbie Krahmer Chapter 15. Drawing to Conceptualize Research, Reduce Implicit Bias, and Establish Researcher Positionality in the Graduate ClassroomKari D. Weaver, Frances Brady, and Alissa Droog Chapter 16. Examining the Information Literacy Dreamfield: Applying a Sentipensante Pedagogy to Library Research ConsultationsSheila GarcÍa Mazari and Samantha Minnis Section 3. Engendering Care and EmpathyIntroductionMelissa N. Mallon Chapter 17. Empowering Students by Using Primary Sources to Research Queer and Feminist HistoriesKate Drabinski, Jo Gadsby, and Lindsey Loeper Chapter 18. Teaching and Learning through a Feminist Framework: Intersectionality and Primary Source LiteracySharon Ladenson Chapter 19. Black Student Union Protests and a Cemetery: Creating Space for All Learners in the ArchivesRandi Beem Chapter 20. Human Library: Inclusion and Understanding through DialogueAllison McFadden-Keesling Chapter 21. Flexible Pedagogies for Inclusive Learning: Balancing Pliancy and Structure and Cultivating Cultures of CareAndrea Baer Chapter 22. Cultivating Connection: Attending to Student Affect through a Pedagogy of CareLiz Chenevey Conclusion. A Call to Action About the Editors About the Authors

Robin Brown, BSFS, MLS, MA is professor and head of public services for the library at Borough of Manhattan Community College (CUNY). She identifies as a person with disabilities and has published significant work on universal design for learning and disabilities studies. She identifies as a white, cis gender person and acknowledges that she has benefited from privileges on many different levels.Elizabeth Foster, MSLS, is the social sciences data librarian at the University of Chicago. She serves as the subject expert for sociology and provides research and instructional support for data-driven research. Her research interests include anti-racist pedagogy, reflective practice, and data privacy.Melissa N. Mallon (she/her), MLIS, is associate university librarian for teaching & learning at Vanderbilt University. She has published, presented, and taught professional development courses in the areas of online learning, instructional design, and the impact of information and digital literacies on student learning. Her previous books include Partners in Teaching & Learning: Coordinating a Successful Academic Library Instruction Program (2020); The Pivotal Role of Academic Librarians in Digital Learning (2018); and the co-edited volume, The Grounded Instruction Librarian: Participating in the Scholarship of Teaching & Learning (2019). Positionality Statement: I identify as a white, cis-gendered woman, which affords me an acknowledged place of privilege. Through my teaching and research, I strive to use this privilege to give voice to those that may be underrepresented or unheard in both libraries and higher education. I strive to lead with empathy and humility, and endeavor to not stop listening and learning.Jane Nichols provides research and instructional support as a humanities librarian and a liaison to the Undergrad Research & Writing Center at Oregon State University. Reflecting the variety of roles she has taken over her career, she has published and presented on myriad topics aimed at improving library services and spaces for all. Her scholarship extends to editing “The Americas” volume of Women’s Lives around the World: A Global Encyclopedia. A white, cis-gendered queer lesbian, she lives and works in the traditional homelands of the Marys River or Ampinefu Band of Kalapuya.Ariana Santiago (she/her) is the head of open education services at the University of Houston Libraries. She has published, presented, and contributed professional service in the areas of open educational resources, information literacy, and library outreach. Ariana earned an M.A. in applied learning and instruction from the University of Central Florida and an M.A. in library and information science from the University of South Florida.Maura Seale is the history librarian at the University of Michigan, providing research and instructional support for students and faculty in the history department. Maura holds an M.S.I. from the University of Michigan School of Information, an M.A. in American studies from the University of Minnesota, and a graduate certificate in digital public humanities from George Mason University. Her research focuses on critical librarianship, library pedagogy, political economy and labor in libraries, and race and gender in libraries. She is the co-editor, with Karen P. Nicholson, of The Politics of Theory in the Practice of Critical Librarianship (2018). Her work can be found at www.mauraseale.org and she welcomes comments via @mauraseale.

• Volume 1 Acknowledgements Introduction Section 1. Anti-racist Approaches IntroductionElizabeth Foster Chapter 1. “Dismantling the Machine”: A Case Study of Cross-campus, Multi-institutional Efforts to Address Systemic RacismAva Brillat, Roxane Pickens, and Kelsa Bartley Chapter 2. Actualizing Research Skills: Integrating Culturally Responsive Practices into Library InstructionFaith Bradham Chapter 3. Civic Engagement in the Virtual Classroom: Using Dialogic Pedagogy to Create an Inclusive Space for Student LearningAlicia G. Vaandering Chapter 4. The Impact of Oppression: Transforming Historical Database Instruction into Contemporary DiscussionKelleen Maluski Chapter 5. Unlearning: First Steps toward an Anti-oppressive Information LiteracyScott R. Cowan and Selinda Adelle Berg Chapter 6. Supporting Epistemic Justice in the Anti-racist ClassroomMaggie Clarke Chapter 7. Algorithmic Literacy as Inclusive PedagogyMelanie Sellar Chapter 8. Oppressive Authority: Dismantling, Reexamining, and Reconstructing Notions of Authority in Information Literacy InstructionMelissa Chomintra Section 2. Intentional Information LiteracyIntroductionMaura Seale Chapter 9. The Feminist First-Year Seminar: Using Critical Pedagogy to Design a Mandatory Information Literacy CourseHeather Campbell Chapter 10. Better Learning through Legal Research: Increasing Law Students’ Cultural Competency and Awareness of Diversity, Equity, Inclusion, and Accessibility Using Legal Research InstructionClanitra Stewart Nejdl Chapter 11. Digital Archive Kits: Accessibility and FlexibilityGlenn Koelling Chapter 12. Teaching Technology Inclusively: One Librarian’s Critical Digital Pedagogy Approach to One-Shot Instruction SessionsTierney Steelberg Chapter 13. Theories of Motivation as Inclusive Pedagogy: Strategies for Engaging and Equitable InstructionFrancesca Marineo Munk Chapter 14. Facilitating Critical Information Literacy: Using Intergroup Dialogue to Engage with the FrameworkDebbie Krahmer Chapter 15. Drawing to Conceptualize Research, Reduce Implicit Bias, and Establish Researcher Positionality in the Graduate ClassroomKari D. Weaver, Frances Brady, and Alissa Droog Chapter 16. Examining the Information Literacy Dreamfield: Applying a Sentipensante Pedagogy to Library Research ConsultationsSheila GarcÍa Mazari and Samantha Minnis Section 3. Engendering Care and EmpathyIntroductionMelissa N. Mallon Chapter 17. Empowering Students by Using Primary Sources to Research Queer and Feminist HistoriesKate Drabinski, Jo Gadsby, and Lindsey Loeper Chapter 18. Teaching and Learning through a Feminist Framework: Intersectionality and Primary Source LiteracySharon Ladenson Chapter 19. Black Student Union Protests and a Cemetery: Creating Space for All Learners in the ArchivesRandi Beem Chapter 20. Human Library: Inclusion and Understanding through DialogueAllison McFadden-Keesling Chapter 21. Flexible Pedagogies for Inclusive Learning: Balancing Pliancy and Structure and Cultivating Cultures of CareAndrea Baer Chapter 22. Cultivating Connection: Attending to Student Affect through a Pedagogy of CareLiz Chenevey Conclusion. A Call to Action About the Editors About the Authors