Revaluing Libraries: Content, Container, or Concept?

REVALUING

LIBRARIES:

c o n t e n t ,

c o n t a i n e r ,

o r c o n c e p t ?

A L S O K N O W N A S :

how barbara f ister

stole my thunder

@ c h a r b o o t h

NARRATIVES

1

2

3

1

2

3

D E S T R U C T I O N

1

2

3


D E C L I N E

1

2

3


D E C L I N E

D I S P L A C E M E N T

1 D E S T R U C T I O N

2 D E C L I N E

3 D I S P L A C E M E N T

2

3 D I S P L A C E M E N T

D E C L I N E

C O N T E N T

C O N T A I N E R

C O N T E N T

C O N T A I N E R

C O N T E N T

C O N C E P T

re e d

✓ COMISSERATION

✓ COMISSERATION

✓ GRAFFITING

✓ COMISSERATION

✓ GRAFFITING

✓ MAKING OUT

✓ COMISSERATION

✓ GRAFFITING

✓ SLEEPING

✓ MAKING OUT

O W N E R S H I P

R I T U A L

C O M M U N I T Y

E N G A G E M E N T

I N T E N T I O N

E N G A G E M E N T

I N T E N T I O N

E N G A G E M E N T

D I S C I P L I N E

I N T E N T I O N

E N G A G E M E N T

D I S C I P L I N E

L E A R N I N G

I N T E N T I O N

E N G A G E M E N T

L E A R N I N G

D I S C I P L I N E

E X P E R I E N C E

K N O W L E D G E

I N T E N T I O N

E N G A G E M E N T

L E A R N I N G

D I S C I P L I N E

E X P E R I E N C E

C U L T U R E

M E M O R Y

C O N T E N T

C O N T A I N E R

C O N C E P T

C O N T E N T

C O N T A I N E R

a c c e s s

a c c e s s

f r e e d o m

a c c e s s

f r e e d o m

a d v o c a c y

a c c e s s

f r e e d o m

a d v o c a c y

i n q u i r y

a c c e s s

f r e e d o m

a d v o c a c y

i n q u i r y

o p e n n e s s

C O N T E N T

C O N T A I N E R

C O N T E N T

C O N T A I N E R

C O N T E N T

C O N C E P T

O P E N S C H O L A R S H I P A S P E DA G O G Y

p a u l o f r e i r e

j o h n d e w e y

j a c k m e z i r o w

b e l l h o o k s

CONTENT

C O N TA I N E R

C O N C E P T

c h a r b o o t h @ g m a i l

i n f o m a t i o n a l . c o m

@ c h a r b o o t h

C H A R B O O T H

i n s t r u c t i o n s e r v i c e s M A N A G E R

& e - l e a r n i n g L I B R A R I A N

c l a r e m o n t c o l l e g e s

L I B R A R Y

t inyur l .com/peabodyposters

s l i d e s h a r e . n e t / c h a r b o o t h

bennett, s. (2009). libraries and learning: a history of paradigm

change. p o r t a l : l i b r a r i e s a n d t h e a c a d e m y 9 (2 ) , 181 -197.

re t r ieved 10 october 2011, f rom pro ject muse database.

knuth, r. (2006). burning books and leveling libraries: extremist

v io lence and cul tura l dest ruct ion . westpor t , conn: praeger.

knuth, r. (2003). libricide: the regime-sponsored destruction of books and

l ibrar ies in the twent ieth century . westpor t , conn: praeger.

SUGGESTED READING: 1 of 2

troll, d. (2001). how and why are libraries changing? digital

l i b r a r y f e d e ra t i o n w eb s i t e , r e t r i e ve d 1 0 o c t o b e r 2 0 1 1 ,

f r o m h t t p : / / o l d . d i g l i b . o r g / u s e / w h i t e p a p e r . h t m .

dewey, john. 1916. democracy and education.

accardi, drabinski, & kumbier. 2010. critical library instruction.

hooks, bell. 1994. teaching to transgress:

e d u c a t i o n a s t h e p r a c t i c e o f f r e e d o m .

freire, paulo. 1970. pedagogy of the oppressed.

mezirow, jack. 2009. transformative learning in practice:

ins ights f rom communi ty , workp lace, and educat ion .

SUGGESTED READING: 2 of 2

I M A G E C R E D I T S

y o u r s t r u l y

o p e n c l i p a r t . o r g

h u f f i n g t o n p o s t

w i k i m e d i a c o m m o n s . o r g

a l l e g r a g o n z a l e z

u s g . e d u

w w w . f l i c k r . c o m / p h o t o s / b a r t k i n g

e p h e s u s t o u r s . c o m

s i l i c o n a n g l e . c o m

h i s t o r y o f i n f o r m a t i o n . c o m

Revaluing Libraries: Content, Container, or Concept?

Education

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