Association of College & Research Libraries
The call for inclusive pedagogies has captured the wide interest of information literacy practitioners, who are now exploring what it means to teach inclusively and equitably within our discipline. This chapter argues that incorporating algorithmic literacy into our teaching praxis is an inclusive pedagogy, one which not only builds upon much of our professional priorities of the last ten years but also addresses an emerging need. By facilitating student awareness of algorithmic biases, for example, we can help to create a classroom environment that values the experiences and voices of all communities and that equips students with the willingness and tools to seek out and find the voices of those diverse communities. More specifically, adopting algorithmic literacy instruction can help us to create more inclusive learning outcomes, activities, and content, which are three inclusive teaching principles articulated in the ACUE Inclusive and Equitable Teaching Curriculum Crosswalk (2020). This chapter includes some example algorithmic literacy instructional materials at both the programmatic and course levels.
Exploring Inclusive & Equitable Pedagogies: Creating Space for All Learners
Melissa N. Mallon
Sellar, M. (2023). Algorithmic Literacy as Inclusive Pedagogy. In M. M. Mallon, J. Nichols, E. Foster, A. Santiago, M. Seale, R. Brown (Eds.), Exploring Inclusive & Equitable Pedagogies: Creating Space for All Learners (Vol. 1, pp. 87-101). Association of College & Research Libraries.
Reprinted with permission of Association of College & Research Libraries.