Radical Vulnerability: The Pedagogy of Real-Talk for Authentic Librarian-Student Connection

Abstract

This paper discusses the implications, challenges, and impacts of the Pedagogy of Real-Talk on the ability to foster connectedness in library instruction. Autoethnography is employed to position the author’s experience as the subject of study, attempting to re-inset the importance of librarian experience in the enactment of inclusive pedagogy. Similar to the Pedagogy of Real-Talk’s support of instructor vulnerability in the classroom, this paper seeks to honor and analyze the author’s experience as an early-career academic librarian. The autoethnography details the author’s experience incorporating the Pedagogy of Real-Talk in library instruction. Through critical self-reflection, this paper presents the author’s reckoning with vulnerability and openness to foster connection between librarians and students. Library professionals are provided with an overview of the Pedagogy of Real-Talk and are given insight into the implementation of a distinct inclusive teaching style for library instruction.