From Framework to Integrative Praxis: Pedagogy of Care, Culturally Sustaining Teaching, and Neuroinclusion in Library Learning

Abstract

Drawing from principles of trauma-informed teaching, anti-oppressive practice, and critical librarianship, this work presents strategies and reflections for creating welcoming and transformative learning environments that prioritize relationality and reflection. This poster demonstrates an approach to academic librarianship praxis that integrates neuroinclusion, culturally sustaining pedagogy, and a pedagogy of care, offering a holistic and justice-oriented framework. The poster explores how these values and strategies can be meaningfully applied across different modes of library engagement, including instruction sessions, asynchronous learning support, and one-on-one consultation meetings. Central to this approach is recognizing the library classroom as a space where students bring their full selves, including their lived experiences, identities, and emotions. Strategies include validating the emotional aspects of the research process, acknowledging that uncertainty and frustration are natural components of learning. Modeling vulnerability in instruction—such as sharing personal experiences with research challenges—humanizes educators, creating a sense of trust and fostering a culture of openness. Active learning activities are intentionally designed to encourage collaboration and peer support, helping students build connections and learn from one another. Moving beyond universal design principles, this work also advocates for a radically inclusive approach that actively dismantles systemic inequities and centers the needs of marginalized students. This includes confronting cognitive ableism, rethinking traditional power dynamics, and intentionally creating spaces where all students feel seen, valued, and supported. The success of these practices requires institutional recognition of the emotional labor involved in fostering such environments. Educators must be supported with resources, professional development opportunities, and spaces for rest and reflection to sustain this critical work. By reimagining the library classroom as a site of care for both students and educators, we can create meaningful and empowering learning experiences. These spaces not only help students engage critically with information but also nurture their development as resilient, reflective, and life-long learners.