Topics and issues in library and information science education pedagogy are commonly discussed in panels, conferences, peer-reviewed articles, professional articles, and dedicated monographs. However, in this abundance of education-oriented discussions, there are several noticeable gaps and omissions. Not always do education-oriented publications involve theoretical grounding that could make them stronger in argumentation and more generalizable to other contexts. Addressing these gaps, the book stands to strengthen the less covered areas of library and information science (LIS) pedagogical thought; it enriches a theoretical foundation of pedagogical discourse and broadens its scope. This volume brings together a collection of essays from LIS educators from around the world who delve into difficult, unpopular, and uncommonly discussed topics—the inglorious pedagogy, as we call it—based on their practice and scholarship. Presenting perspectives from Australia, Canada, China, New Zealand, the United Kingdom, and the United States, each chapter is a case study, rooted not only in the author’s experience but also in a solid theoretical or analytical framework that helps the reader make sense of the situations, behaviors, impact, and human emotions involved in each. The collective thought woven in the book chapters leads the reader through the milestones of (in)glorious pedagogy to a better understanding of the potentially transformative nature and wasted opportunities of graduate LIS education and higher education in general.

Table of Contents:
Contents Acknowledgements Introduction: The Glories and Inglories of Library and Information Science Pedagogy Kim M. Thompson and Keren Dali Chapter 1. Performing Librarianship: Practicing the Reference Interview and Building Community through Improvisation. Sarah Beth Nelson and Emily Vardell Chapter 2. Nice to Have, a Distraction from the Core Curriculum, or a Disruptive Element? A Teaching Journey through Three Common Perceptions of Social Justice in LIS Education Briony Birdi Chapter 3. We, Who Cannot Unlearn: (Un)Learning and Disabled Faculty in American (Post)Pandemic Academia Keren Dali and Paul T. Jaeger Chapter 4. “The Pandemic Has Forced Us All to Become Professionals Again”: Adjunct Faculty Advocacy at a Canadian ALA-Accredited iSchool Max Dionisio Chapter 5. Teaching for Intellectual Humility Tim Gorichanaz Chapter 6. The Difficulty of Training Students to Do Research in Tangles of Discourses: A Case of a Postgraduate Dissertation Project Liangzhi Yu and Xiaofei Yan Chapter 7. Over