Keren Dali, Ph.D., is a faculty member at the Research Methods & Information Science Dept., University of Denver. She holds BA in social work, Master of Information Studies, and Ph.D. in Information Science degrees. Keren has also earned certificates in Diversity & Inclusion and Project Management from Cornell University. With almost two decades of research and publishing experience, as well as graduate teaching experience in the U.S and Canada, Keren holds the inaugural ALISE/Connie Van Fleet Award for Research Excellence in Public Library Services to Adults; the Outstanding Reviewer distinction and the Outstanding and Highly Commended Paper distinctions from the Emerald publisher. She has chaired committees for both ALISE and ASIST; she’s also a co-founder of the ALISE “Disabilities in LIS” SIG. In 2020, she was a co-Chair of the ALISE annual conference. From 2017 to 2019, Keren served as the Editor-in-Chief of the International Journal of Information, Diversity, & Inclusion (IJIDI). Under her leadership, the journal turned from an experimental and unknown entity into a noteworthy publication in the LIS field, with a set record of excellence, innovation, and daring scholarship in the field of diversity, inclusion, and social justice. For many years, Keren has been serving on the editorial boards of the Library Quarterly, Journal of Librarianship & Information Science, and the Journal of Education for Library & Information Science.In 2019, Keren received the ALISE Norman Horrocks leadership award. Keren also holds the inaugural Outstanding Instructor Award from the iSchool, U of Toronto (2013).Kim M. Thompson, Ph.D., is a professor in the School of Information Science and associate dean for Academic Affairs for the College of Information and Communications at the University of South Carolina. Her background spans information studies, library science, and international consulting, with research focusing on information poverty and information access. She has won numerous teaching awards including a Faculty of Arts and Education Teaching Citation for Outstanding Contributions to Student Learning 2018; 2015 Web-based Information Studies Education Excellence in Online Education Teaching Award; Outstanding Subject Delivery Award 2014; and was honored in the CSU School of Information Studies Teaching Hall of Fame in 2018, 2017, 2016, 2014, 2013, 2011 for excellence in teaching, as determined by student evaluations. She was selected by the International Journal of Information, Diversity, and Inclusion Editorial Board for their 2018 Outstanding Reviewer Awardfor commitment to the scholarly publication process, professionalism, expertise, and desire to help new and experienced authors to improve their manuscripts. Professor Thompson is an Adjunct Associate Professor with Charles Sturt University School of Information Studies and an Affiliate Faculty of the University of Maryland Information Policy & Access Center.

Dali and Thompson took on the task of addressing difficult topics in higher education, specifically in the LIS classroom. The editors bring together international perspectives on what they term inglorious pedagogy. Some chapters focus on traditional pedagogical theory and assessment—engaging students through improvisational acting exercises and encouraging creativity in the classroom by framing discussions through the walls, doors, and fences model. Other chapters address the importance of building student cohort bonds while grappling with the transition to graduate-level learning and distance education. Dali and Thompson have expanded their definition of pedagogy to include other obstacles LIS faculty encounter. Among these are interdepartmental relationships, disability inequity among faculty, the convergence of disciplines within LIS, academic burnout, and tensions between academic faculty and practitioners in the field. Chapters also cover issues with academic capital in regard to collaborating with students and tracking how academic libraries responded to the COVID-19 pandemic in the US, Canada, and Australia. Recommended. Graduate students, researchers, faculty, and professionals.

• ContentsAcknowledgementsIntroduction: The Glories and Inglories of Library and Information Science PedagogyKim M. Thompson and Keren DaliChapter 1. Performing Librarianship: Practicing the Reference Interview and Building Community through Improvisation.Sarah Beth Nelson and Emily VardellChapter 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 EducationBriony BirdiChapter 3. We, Who Cannot Unlearn: (Un)Learning and Disabled Faculty in American (Post)Pandemic AcademiaKeren Dali and Paul T. JaegerChapter 4. “The Pandemic Has Forced Us All to Become Professionals Again”: Adjunct Faculty Advocacy at a Canadian ALA-Accredited iSchoolMax DionisioChapter 5. Teaching for Intellectual HumilityTim GorichanazChapter 6. The Difficulty of Training Students to Do Research in Tangles of Discourses: A Case of a Postgraduate Dissertation ProjectLiangzhi Yu and Xiaofei YanChapter 7. Over

Keren Dali, Ph.D., is a faculty member at the Research Methods & Information Science Dept., University of Denver. She holds BA in social work, Master of Information Studies, and Ph.D. in Information Science degrees. Keren has also earned certificates in Diversity & Inclusion and Project Management from Cornell University. With almost two decades of research and publishing experience, as well as graduate teaching experience in the U.S and Canada, Keren holds the inaugural ALISE/Connie Van Fleet Award for Research Excellence in Public Library Services to Adults; the Outstanding Reviewer distinction and the Outstanding and Highly Commended Paper distinctions from the Emerald publisher. She has chaired committees for both ALISE and ASIST; she’s also a co-founder of the ALISE “Disabilities in LIS” SIG. In 2020, she was a co-Chair of the ALISE annual conference. From 2017 to 2019, Keren served as the Editor-in-Chief of the International Journal of Information, Diversity, & Inclusion (IJIDI). Under her leadership, the journal turned from an experimental and unknown entity into a noteworthy publication in the LIS field, with a set record of excellence, innovation, and daring scholarship in the field of diversity, inclusion, and social justice. For many years, Keren has been serving on the editorial boards of the Library Quarterly, Journal of Librarianship & Information Science, and the Journal of Education for Library & Information Science.In 2019, Keren received the ALISE Norman Horrocks leadership award. Keren also holds the inaugural Outstanding Instructor Award from the iSchool, U of Toronto (2013).Kim M. Thompson, Ph.D., is a professor in the School of Information Science and associate dean for Academic Affairs for the College of Information and Communications at the University of South Carolina. Her background spans information studies, library science, and international consulting, with research focusing on information poverty and information access. She has won numerous teaching awards including a Faculty of Arts and Education Teaching Citation for Outstanding Contributions to Student Learning 2018; 2015 Web-based Information Studies Education Excellence in Online Education Teaching Award; Outstanding Subject Delivery Award 2014; and was honored in the CSU School of Information Studies Teaching Hall of Fame in 2018, 2017, 2016, 2014, 2013, 2011 for excellence in teaching, as determined by student evaluations. She was selected by the International Journal of Information, Diversity, and Inclusion Editorial Board for their 2018 Outstanding Reviewer Awardfor commitment to the scholarly publication process, professionalism, expertise, and desire to help new and experienced authors to improve their manuscripts. Professor Thompson is an Adjunct Associate Professor with Charles Sturt University School of Information Studies and an Affiliate Faculty of the University of Maryland Information Policy & Access Center.

Dali and Thompson took on the task of addressing difficult topics in higher education, specifically in the LIS classroom. The editors bring together international perspectives on what they term inglorious pedagogy. Some chapters focus on traditional pedagogical theory and assessment—engaging students through improvisational acting exercises and encouraging creativity in the classroom by framing discussions through the walls, doors, and fences model. Other chapters address the importance of building student cohort bonds while grappling with the transition to graduate-level learning and distance education. Dali and Thompson have expanded their definition of pedagogy to include other obstacles LIS faculty encounter. Among these are interdepartmental relationships, disability inequity among faculty, the convergence of disciplines within LIS, academic burnout, and tensions between academic faculty and practitioners in the field. Chapters also cover issues with academic capital in regard to collaborating with students and tracking how academic libraries responded to the COVID-19 pandemic in the US, Canada, and Australia. Recommended. Graduate students, researchers, faculty, and professionals.

• ContentsAcknowledgementsIntroduction: The Glories and Inglories of Library and Information Science PedagogyKim M. Thompson and Keren DaliChapter 1. Performing Librarianship: Practicing the Reference Interview and Building Community through Improvisation.Sarah Beth Nelson and Emily VardellChapter 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 EducationBriony BirdiChapter 3. We, Who Cannot Unlearn: (Un)Learning and Disabled Faculty in American (Post)Pandemic AcademiaKeren Dali and Paul T. JaegerChapter 4. “The Pandemic Has Forced Us All to Become Professionals Again”: Adjunct Faculty Advocacy at a Canadian ALA-Accredited iSchoolMax DionisioChapter 5. Teaching for Intellectual HumilityTim GorichanazChapter 6. The Difficulty of Training Students to Do Research in Tangles of Discourses: A Case of a Postgraduate Dissertation ProjectLiangzhi Yu and Xiaofei YanChapter 7. Over

Keren Dali, Ph.D., is a faculty member at the Research Methods & Information Science Dept., University of Denver. She holds BA in social work, Master of Information Studies, and Ph.D. in Information Science degrees. Keren has also earned certificates in Diversity & Inclusion and Project Management from Cornell University. With almost two decades of research and publishing experience, as well as graduate teaching experience in the U.S and Canada, Keren holds the inaugural ALISE/Connie Van Fleet Award for Research Excellence in Public Library Services to Adults; the Outstanding Reviewer distinction and the Outstanding and Highly Commended Paper distinctions from the Emerald publisher. She has chaired committees for both ALISE and ASIST; she’s also a co-founder of the ALISE “Disabilities in LIS” SIG. In 2020, she was a co-Chair of the ALISE annual conference. From 2017 to 2019, Keren served as the Editor-in-Chief of the International Journal of Information, Diversity, & Inclusion (IJIDI). Under her leadership, the journal turned from an experimental and unknown entity into a noteworthy publication in the LIS field, with a set record of excellence, innovation, and daring scholarship in the field of diversity, inclusion, and social justice. For many years, Keren has been serving on the editorial boards of the Library Quarterly, Journal of Librarianship & Information Science, and the Journal of Education for Library & Information Science.In 2019, Keren received the ALISE Norman Horrocks leadership award. Keren also holds the inaugural Outstanding Instructor Award from the iSchool, U of Toronto (2013).Kim M. Thompson, Ph.D., is a professor in the School of Information Science and associate dean for Academic Affairs for the College of Information and Communications at the University of South Carolina. Her background spans information studies, library science, and international consulting, with research focusing on information poverty and information access. She has won numerous teaching awards including a Faculty of Arts and Education Teaching Citation for Outstanding Contributions to Student Learning 2018; 2015 Web-based Information Studies Education Excellence in Online Education Teaching Award; Outstanding Subject Delivery Award 2014; and was honored in the CSU School of Information Studies Teaching Hall of Fame in 2018, 2017, 2016, 2014, 2013, 2011 for excellence in teaching, as determined by student evaluations. She was selected by the International Journal of Information, Diversity, and Inclusion Editorial Board for their 2018 Outstanding Reviewer Awardfor commitment to the scholarly publication process, professionalism, expertise, and desire to help new and experienced authors to improve their manuscripts. Professor Thompson is an Adjunct Associate Professor with Charles Sturt University School of Information Studies and an Affiliate Faculty of the University of Maryland Information Policy & Access Center.

Dali and Thompson took on the task of addressing difficult topics in higher education, specifically in the LIS classroom. The editors bring together international perspectives on what they term inglorious pedagogy. Some chapters focus on traditional pedagogical theory and assessment—engaging students through improvisational acting exercises and encouraging creativity in the classroom by framing discussions through the walls, doors, and fences model. Other chapters address the importance of building student cohort bonds while grappling with the transition to graduate-level learning and distance education. Dali and Thompson have expanded their definition of pedagogy to include other obstacles LIS faculty encounter. Among these are interdepartmental relationships, disability inequity among faculty, the convergence of disciplines within LIS, academic burnout, and tensions between academic faculty and practitioners in the field. Chapters also cover issues with academic capital in regard to collaborating with students and tracking how academic libraries responded to the COVID-19 pandemic in the US, Canada, and Australia. Recommended. Graduate students, researchers, faculty, and professionals.

• ContentsAcknowledgementsIntroduction: The Glories and Inglories of Library and Information Science PedagogyKim M. Thompson and Keren DaliChapter 1. Performing Librarianship: Practicing the Reference Interview and Building Community through Improvisation.Sarah Beth Nelson and Emily VardellChapter 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 EducationBriony BirdiChapter 3. We, Who Cannot Unlearn: (Un)Learning and Disabled Faculty in American (Post)Pandemic AcademiaKeren Dali and Paul T. JaegerChapter 4. “The Pandemic Has Forced Us All to Become Professionals Again”: Adjunct Faculty Advocacy at a Canadian ALA-Accredited iSchoolMax DionisioChapter 5. Teaching for Intellectual HumilityTim GorichanazChapter 6. The Difficulty of Training Students to Do Research in Tangles of Discourses: A Case of a Postgraduate Dissertation ProjectLiangzhi Yu and Xiaofei YanChapter 7. Over