Dismantling Deficit Thinking in Academic Libraries: Theory, Reflections, and Action
Authors: Chelsea Heinbach, Rosan Mitola, and Erin Rinto
Publisher: Library Juice Press
Physical Description: 5x8 in.; 145 p.
Students come to universities with identities, knowledge, and lived experiences that contribute to their success. They offer unique viewpoints and enrich the spaces they inhabit through their differences. However, educators often default to deficit thinking, an unintentionally harmful mindset that aims to support students by attempting to “fix” their perceived shortcomings. Dismantling Deficit Thinking in Academic Libraries weaves theory, practice, and reflection to introduce deficit thinking and provide alternative strategies and educational principles that have the power to transform our work with students.
Dismantling Deficit Thinking in Academic Libraries serves as a guide for librarians interested in the challenging but crucial work of re-conceptualizing the academic library to honor the knowledge, experiences, and strengths students bring to the university community.
Chelsea Heinbach is a teaching and learning librarian at the University of Nevada, Las Vegas where she works to create meaningful learning experiences for undergraduate students.
Rosan Mitola is the interim head of Educational Initiatives for the University of Nevada, Las Vegas, where she leads the library instruction program and provides leadership for the Libraries’ educational role on campus.
Erin Rinto is the learning and research librarian at the University of Cincinnati.