As #critlib is wrapping up for this week, the topic of assessment being prohibitive came up in regards to libraries contributing to social justice initiatives in communities when tragedies like Ferguson happen. I mentioned in the chat that I needed to develop a rubric for a campus committee, where we are working on our equivalent of AAC&U's High Impact Practices. I was able to include critical pedagogy components, and even the new ACRL framework to design it, so I am sharing by request. This is certainly not finalized or widely distributed, so just sharing my work so far:
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Regarding the evil assessment talk, outcomes and assessment definitely can have #critlib components and work for "good" (vs "evil"). There are also affective learning outcomes (#feelings) that can tie in especially to feminist and critical pedagogy. Lisa Hinchliffe made some great points:
Although we do have institutional constraints in many cases and need to work with/around those, there are still a lot of opportunities to use assessment for more than just measuring required quantification. Perhaps this is a topic that could use more discussion in future #critlib chats!
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