Contemplative Pedagogy Interest Group

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Charge: Explores the concept of contemplative pedagogy in librarianship through demonstrating modes of integrating contemplative practices into library instruction and research life.
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CFP Reminder- Due September 15! Teaching the Whole Student: Compassionate Instruction in the Academic Library

  • 1.  CFP Reminder- Due September 15! Teaching the Whole Student: Compassionate Instruction in the Academic Library

    Posted Sep 05, 2023 12:38 PM

    Greetings, all! This is a reminder that Chapter proposals for the ACRL publication Teaching the Whole Student: Compassionate Instruction in the Academic Library are due by September 15. 

    Please submit your proposals using the CFP Google Form ( The proposal should include all contributing authors, a working title, 3-5 keywords describing your proposed topic, a description of your proposed chapter that does not exceed 500 words, and two to three learning objectives or outcomes for your proposed chapter.  Please email me at if you have any questions!

    Title: Teaching the Whole Student: Compassionate Instruction in the Academic Library
    Editor: Elena Rodriguez, College of Charleston
    Publisher: ACRL
    About the Book (detailed)

    Full Call for Chapter Proposals - Review before proposing

    Proposals from individuals with experience teaching information literacy or credit-bearing instruction through an academic library are invited. Additionally, staffers who provide information services (e.g., reference, walk-up support, programming) in an academic library and individuals who work in a higher ed social work program are encouraged to submit proposals.

    Case studies and exploratory research are invited and welcome, as are essays incorporating scholarly writing with personal narratives. Final chapters are expected to be between 4,000-5,000 words.  This is not an exhaustive list, so do not feel limited by the following suggested topics!

    Section 1: Framework for Compassion

    • Social work tendencies in librarianship
    • Compassion in the workplace – navigating doing more with less; setting boundaries and reasonable expectations
    • Empathy and compassion for ourselves: avoiding vocational awe and burnout (we can't pour from an empty cup)
    • Setting the example: how can librarians be an example for students to practice understanding?
    • Building relationships for student support – not just student success
    • Critical compassionate pedagogy in the library

    Section 2: Compassionate Practices in the One-Shot

    • Importance of community in the classroom and methods to foster that community
    • Collaborating with faculty or campus groups
    • Lesson planning to teach the whole student
    • Continued engagement and access
    • Intentional practice of compassion and/or empathy
    • Meeting students where they are

    Section 3: Compassionate Practices in Credit-Bearing Instruction

    • Intentional scaffolding of compassion into instruction
    • Creating equitable spaces to create agency using teaching methods such as ungrading or democratizing the classroom
    • How does empathy and compassion fit into helping meet the expressed needs of students?
    • Trauma-informed approach in the classroom
    • Collaborating with faculty or campus groups
    • Transparency to encourage communication
    • Building classroom community
    • Demonstrating empathy in online instruction

    Section 4: Compassionate Practices in the Library

    • Practicing compassion in the research appointment
    • How can we demonstrate empathy and care in our one-on-one interactions?
    • Inclusive library events
    • Asynchronous instruction
    • Virtual instruction
    • Service desks and point-of-need interactions

    Thanks, and again, please reach out at  if you have questions!

    Elena Rodriguez
    Instruction Coordinator | Research and Instruction Librarian
    College of Charleston