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Despite increasingly diverse classrooms, librarians may teach to the middle without considering the divergent experiences of the actual students in the class. Additionally, the centrality of whiteness in academia and librarianship may contribute to a lack of inclusivity in the library instruction classroom. Culturally responsive teaching (CRT) provides a framework for realizing inclusivity for culturally diverse students. This article presents theoretically grounded, practical applications of CRT for the library instruction classroom within three suggested areas for improvement: preparation, communication, and facilitation.


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Posted with permission. This is the Publisher's PDF.

Copyright © 2021 Johns Hopkins University Press. This article first appeared in portal: Libraries and the Academy, Volume 21, Issue 2, April 2021, pages 231-251

The version of record can be found here:

Cowden, C., Seaman, P., Copeland, S., & Gao, L. (2021). Teaching with Intent: Applying Culturally Responsive Teaching to Library Instruction. portal: Libraries and the Academy 21(2), 231-251. doi:10.1353/pla.2021.0014.



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