Teaching Intersectionality in Instructional Librarianship: Asynchronous Information Literacy Instruction in the Health Sciences

Abstract

This article explores the topic of intersectionality and its applications in teaching graduate students at a health sciences university. The case study examined the creation of an asynchronous information literacy module that centered intersectionality in the research process. Summative assessment data indicated that students were able to critically reflect on gaps in their knowledge to address health inequities, learn the narratives of multiply-marginalized patients, and make connections between research and intersectional justice. The study also revealed areas for improvement such as restructuring the assessment component of the module to better evaluate student success, strengthening the module as a socially engaging learning space for students, and integrating other metrics to measure the student experience. Findings from this study demonstrate how instructional librarians can create equitable and engaging learning spaces through an asynchronous instruction model as well as teaching intersectionality in STEMM-specific disciplines.

Cite this work

No public copy is stored for this record, so only the metadata is cited.

Stored only when both papers are in the corpus — 3 citations exist upstream.

Papers that cite the same references — the relational fallback while embeddings are still backfilling.