https://www.mondotheque.be/wiki/index.php?title=Amateur_Librarian_-_A_Course_in_Critical_Pedagogy&feed=atom&action=historyAmateur Librarian - A Course in Critical Pedagogy - Revision history2024-03-29T00:24:33ZRevision history for this page on the wikiMediaWiki 1.27.1https://www.mondotheque.be/wiki/index.php?title=Amateur_Librarian_-_A_Course_in_Critical_Pedagogy&diff=8349&oldid=prevFS at 09:15, 1 August 20162016-08-01T09:15:03Z<p></p>
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<tr><td class='diff-marker'> </td><td style="background-color: #f9f9f9; color: #333333; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #e6e6e6; vertical-align: top; white-space: pre-wrap;"></td><td class='diff-marker'> </td><td style="background-color: #f9f9f9; color: #333333; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #e6e6e6; vertical-align: top; white-space: pre-wrap;"></td></tr>
<tr><td class='diff-marker'>−</td><td style="color:black; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div>The curriculum in amateur librarianship develops aspects and implications of this definition. Parts of this curriculum have evolved over a number of workshops and talks previously held within the Public Library project, parts of it are yet to evolve from a process of future research, exchange and knowledge production in the education process. While schematic, scaling from the immediately practical, over strategic and tactical, to reflexive registers of knowledge, there are actual – here unnamed – people and practices we imagine we could be learning from.</div></td><td class='diff-marker'>+</td><td style="color:black; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div>The curriculum in amateur librarianship develops aspects and implications of this definition. Parts of this curriculum have evolved over a number of workshops and talks previously held within the Public Library project, parts of it are yet to evolve from a process of future research, exchange and knowledge production in the education process. <ins class="diffchange diffchange-inline">{{RT|countertechnique}}<section begin=countertechnique /></ins>While schematic, scaling from the immediately practical, over strategic and tactical, to reflexive registers of knowledge, there are actual – here unnamed – people and practices we imagine we could be learning from.<ins class="diffchange diffchange-inline"><section end=countertechnique /></ins></div></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f9f9f9; color: #333333; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #e6e6e6; vertical-align: top; white-space: pre-wrap;"></td><td class='diff-marker'> </td><td style="background-color: #f9f9f9; color: #333333; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #e6e6e6; vertical-align: top; white-space: pre-wrap;"></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f9f9f9; color: #333333; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #e6e6e6; vertical-align: top; white-space: pre-wrap;"><div>The first iteration of this curriculum could be either a summer academy rostered with our all-star team of librarians, designers, researchers and teachers, or a small workshop with a small group of students delving deeper into one particular aspect of the curriculum. In short it is an open curriculum: both open to educational process and contributions by others. We welcome comments, derivations and additions.  </div></td><td class='diff-marker'> </td><td style="background-color: #f9f9f9; color: #333333; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #e6e6e6; vertical-align: top; white-space: pre-wrap;"><div>The first iteration of this curriculum could be either a summer academy rostered with our all-star team of librarians, designers, researchers and teachers, or a small workshop with a small group of students delving deeper into one particular aspect of the curriculum. In short it is an open curriculum: both open to educational process and contributions by others. We welcome comments, derivations and additions.  </div></td></tr>
</table>FShttps://www.mondotheque.be/wiki/index.php?title=Amateur_Librarian_-_A_Course_in_Critical_Pedagogy&diff=8345&oldid=prevFS at 08:43, 1 August 20162016-08-01T08:43:25Z<p></p>
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<td colspan='2' style="background-color: white; color:black; text-align: center;">Revision as of 08:43, 1 August 2016</td>
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<tr><td class='diff-marker'> </td><td style="background-color: #f9f9f9; color: #333333; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #e6e6e6; vertical-align: top; white-space: pre-wrap;"><div>To understand the political and technological assumptions and further develop the strategies that lie behind the counteractions of amateur librarians, we propose a curriculum that is indebted to a tradition of critical pedagogy. Critical pedagogy is a productive and theoretical practice rejecting an understanding of educational process that reduces it to a technique of imparting knowledge and a neutral mode of knowledge acquisition. Rather, it sees the pedagogy as a broader “struggle over knowledge, desire, values, social relations, and, most important, modes of political agency”, “drawing attention to questions regarding who has control over the conditions for the production of knowledge.”<ref>Henry A. Giroux, ''On Critical Pedagogy'' (Bloomsbury Academic, 2011), 5.</ref><section end=public_library /></div></td><td class='diff-marker'> </td><td style="background-color: #f9f9f9; color: #333333; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #e6e6e6; vertical-align: top; white-space: pre-wrap;"><div>To understand the political and technological assumptions and further develop the strategies that lie behind the counteractions of amateur librarians, we propose a curriculum that is indebted to a tradition of critical pedagogy. Critical pedagogy is a productive and theoretical practice rejecting an understanding of educational process that reduces it to a technique of imparting knowledge and a neutral mode of knowledge acquisition. Rather, it sees the pedagogy as a broader “struggle over knowledge, desire, values, social relations, and, most important, modes of political agency”, “drawing attention to questions regarding who has control over the conditions for the production of knowledge.”<ref>Henry A. Giroux, ''On Critical Pedagogy'' (Bloomsbury Academic, 2011), 5.</ref><section end=public_library /></div></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f9f9f9; color: #333333; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #e6e6e6; vertical-align: top; white-space: pre-wrap;"></td><td class='diff-marker'> </td><td style="background-color: #f9f9f9; color: #333333; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #e6e6e6; vertical-align: top; white-space: pre-wrap;"></td></tr>
<tr><td class='diff-marker'>−</td><td style="color:black; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div>No industry in the present demonstrates more the asymmetries of control over the conditions of production of knowledge than the academic publishing. The denial of access to outrageously expensive academic publications for many universities, particularly in the Global South, stands in stark contrast to the super-profits that a small number of commercial publishers draws from the free labour of scientists who write, review and edit contributions and the extortive prices their institutional libraries have to pay for subscriptions. It is thus here that the amateur librarianship attains its poignancy for a critical pedagogy, inviting us to closer formulate and unfold its practices in a shared process of discovery.</div></td><td class='diff-marker'>+</td><td style="color:black; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div><ins class="diffchange diffchange-inline">{{RT|journals}}<section begin=journals /></ins>No industry in the present demonstrates more the asymmetries of control over the conditions of production of knowledge than the academic publishing. The denial of access to outrageously expensive academic publications for many universities, particularly in the Global South, stands in stark contrast to the super-profits that a small number of commercial publishers draws from the free labour of scientists who write, review and edit contributions and the extortive prices their institutional libraries have to pay for subscriptions.<ins class="diffchange diffchange-inline"><section end=journals /> </ins>It is thus here that the amateur librarianship attains its poignancy for a critical pedagogy, inviting us to closer formulate and unfold its practices in a shared process of discovery.</div></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f9f9f9; color: #333333; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #e6e6e6; vertical-align: top; white-space: pre-wrap;"></td><td class='diff-marker'> </td><td style="background-color: #f9f9f9; color: #333333; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #e6e6e6; vertical-align: top; white-space: pre-wrap;"></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f9f9f9; color: #333333; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #e6e6e6; vertical-align: top; white-space: pre-wrap;"><div>== A curriculum ==</div></td><td class='diff-marker'> </td><td style="background-color: #f9f9f9; color: #333333; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #e6e6e6; vertical-align: top; white-space: pre-wrap;"><div>== A curriculum ==</div></td></tr>
</table>FShttps://www.mondotheque.be/wiki/index.php?title=Amateur_Librarian_-_A_Course_in_Critical_Pedagogy&diff=8343&oldid=prevFS at 08:33, 1 August 20162016-08-01T08:33:34Z<p></p>
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<td colspan='2' style="background-color: white; color:black; text-align: center;">Revision as of 08:33, 1 August 2016</td>
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<tr><td class='diff-marker'> </td><td style="background-color: #f9f9f9; color: #333333; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #e6e6e6; vertical-align: top; white-space: pre-wrap;"><div>The library as an institution of public access and popular literacy, however, did not develop before a series of transformations and social upheavals unfolded in the course of 18th and 19th century. These developments brought about a flood of books and political demands pushing the library to become embedded in an egalitarian and democratizing political horizon. The historic backdrop for these developments was the rapid ascendancy of the book as a mass commodity and the growing importance of the reading culture in the aftermath of the invention of the movable type print. Having emerged almost in parallel with capitalism, by the early 18th century the trade in books was rapidly expanding. While in the 15th century the libraries around the monasteries, courts and universities of Western Europe contained no more than 5 million manuscripts, the output of printing presses in the 18th century alone exploded to formidable 700 million volumes.<ref>For an economic history of the book in the Western Europe see Eltjo Buringh and Jan Luiten Van Zanden, “Charting the ‘Rise of the West’: Manuscripts and Printed Books in Europe, A Long-Term Perspective from the Sixth through Eighteenth Centuries,” ''The Journal of Economic History'' 69, No. 02 (June 2009): 409–45, doi:10.1017/S0022050709000837, particularly Tables 1-5.</ref> And while this provided a vector for the emergence of a bourgeois reading public and an unprecedented expansion of modern science, the culture of reading and Enlightenment remained largely a privilege of the few.  </div></td><td class='diff-marker'> </td><td style="background-color: #f9f9f9; color: #333333; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #e6e6e6; vertical-align: top; white-space: pre-wrap;"><div>The library as an institution of public access and popular literacy, however, did not develop before a series of transformations and social upheavals unfolded in the course of 18th and 19th century. These developments brought about a flood of books and political demands pushing the library to become embedded in an egalitarian and democratizing political horizon. The historic backdrop for these developments was the rapid ascendancy of the book as a mass commodity and the growing importance of the reading culture in the aftermath of the invention of the movable type print. Having emerged almost in parallel with capitalism, by the early 18th century the trade in books was rapidly expanding. While in the 15th century the libraries around the monasteries, courts and universities of Western Europe contained no more than 5 million manuscripts, the output of printing presses in the 18th century alone exploded to formidable 700 million volumes.<ref>For an economic history of the book in the Western Europe see Eltjo Buringh and Jan Luiten Van Zanden, “Charting the ‘Rise of the West’: Manuscripts and Printed Books in Europe, A Long-Term Perspective from the Sixth through Eighteenth Centuries,” ''The Journal of Economic History'' 69, No. 02 (June 2009): 409–45, doi:10.1017/S0022050709000837, particularly Tables 1-5.</ref> And while this provided a vector for the emergence of a bourgeois reading public and an unprecedented expansion of modern science, the culture of reading and Enlightenment remained largely a privilege of the few.  </div></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f9f9f9; color: #333333; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #e6e6e6; vertical-align: top; white-space: pre-wrap;"></td><td class='diff-marker'> </td><td style="background-color: #f9f9f9; color: #333333; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #e6e6e6; vertical-align: top; white-space: pre-wrap;"></td></tr>
<tr><td class='diff-marker'>−</td><td style="color:black; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div>Two social upheavals would start to change that. On 2 November 1789 the French revolutionary National Assembly passed a decision to seize all library holdings from the Church and aristocracy. <del class="diffchange diffchange-inline">Million </del>of volumes were transferred to the Bibliothèque Nationale and local libraries across France. At the same time capitalism was on the rise, particularly in England. It massively displaced the impoverished rural population into growing urban centres, propelled the development of industrial production and, by the mid-19th century, introduced the steam-powered rotary press into the commercial production of books. {{RT|public_library}}<section begin=public_library />As books became more easily mass-produced, the commercial subscription libraries catering to the better-off parts of society blossomed. This brought the class aspect of the nascent demand for public access to books to the fore.<section end=public_library /></div></td><td class='diff-marker'>+</td><td style="color:black; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div>Two social upheavals would start to change that. On 2 November 1789 the French revolutionary National Assembly passed a decision to seize all library holdings from the Church and aristocracy. <ins class="diffchange diffchange-inline">Millions </ins>of volumes were transferred to the Bibliothèque Nationale and local libraries across France. At the same time capitalism was on the rise, particularly in England. It massively displaced the impoverished rural population into growing urban centres, propelled the development of industrial production and, by the mid-19th century, introduced the steam-powered rotary press into the commercial production of books. {{RT|public_library}}<section begin=public_library />As books became more easily mass-produced, the commercial subscription libraries catering to the better-off parts of society blossomed. This brought the class aspect of the nascent demand for public access to books to the fore.<section end=public_library /></div></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f9f9f9; color: #333333; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #e6e6e6; vertical-align: top; white-space: pre-wrap;"></td><td class='diff-marker'> </td><td style="background-color: #f9f9f9; color: #333333; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #e6e6e6; vertical-align: top; white-space: pre-wrap;"></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f9f9f9; color: #333333; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #e6e6e6; vertical-align: top; white-space: pre-wrap;"><div>After the failed attempt to introduce universal suffrage and end the system of political representation based on property entitlements through the Reform Act of 1832, the English Chartist movement started to open reading rooms and cooperative lending libraries that would quickly become a popular hotbed of social exchange between the lower classes. In the aftermath of the revolutionary upheavals of 1848, the fearful ruling classes finally consented to the demand for tax-financed public libraries, hoping that the access to literature and edification would after all help educate skilled workers that were increasingly in demand and ultimately hegemonize the working class for the benefits of capitalism's culture of self-interest and competition.<ref>For the social history of public library see Matthew Battles, ''Library: An Unquiet History'' (Random House, 2014) chapter 5: “Books for all”.</ref></div></td><td class='diff-marker'> </td><td style="background-color: #f9f9f9; color: #333333; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #e6e6e6; vertical-align: top; white-space: pre-wrap;"><div>After the failed attempt to introduce universal suffrage and end the system of political representation based on property entitlements through the Reform Act of 1832, the English Chartist movement started to open reading rooms and cooperative lending libraries that would quickly become a popular hotbed of social exchange between the lower classes. In the aftermath of the revolutionary upheavals of 1848, the fearful ruling classes finally consented to the demand for tax-financed public libraries, hoping that the access to literature and edification would after all help educate skilled workers that were increasingly in demand and ultimately hegemonize the working class for the benefits of capitalism's culture of self-interest and competition.<ref>For the social history of public library see Matthew Battles, ''Library: An Unquiet History'' (Random House, 2014) chapter 5: “Books for all”.</ref></div></td></tr>
</table>FShttps://www.mondotheque.be/wiki/index.php?title=Amateur_Librarian_-_A_Course_in_Critical_Pedagogy&diff=8198&oldid=prevDickreckard at 16:33, 3 July 20162016-07-03T16:33:41Z<p></p>
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<tr><td class='diff-marker'> </td><td style="background-color: #f9f9f9; color: #333333; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #e6e6e6; vertical-align: top; white-space: pre-wrap;"><div>Two social upheavals would start to change that. On 2 November 1789 the French revolutionary National Assembly passed a decision to seize all library holdings from the Church and aristocracy. Million of volumes were transferred to the Bibliothèque Nationale and local libraries across France. At the same time capitalism was on the rise, particularly in England. It massively displaced the impoverished rural population into growing urban centres, propelled the development of industrial production and, by the mid-19th century, introduced the steam-powered rotary press into the commercial production of books. {{RT|public_library}}<section begin=public_library />As books became more easily mass-produced, the commercial subscription libraries catering to the better-off parts of society blossomed. This brought the class aspect of the nascent demand for public access to books to the fore.<section end=public_library /></div></td><td class='diff-marker'> </td><td style="background-color: #f9f9f9; color: #333333; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #e6e6e6; vertical-align: top; white-space: pre-wrap;"><div>Two social upheavals would start to change that. On 2 November 1789 the French revolutionary National Assembly passed a decision to seize all library holdings from the Church and aristocracy. Million of volumes were transferred to the Bibliothèque Nationale and local libraries across France. At the same time capitalism was on the rise, particularly in England. It massively displaced the impoverished rural population into growing urban centres, propelled the development of industrial production and, by the mid-19th century, introduced the steam-powered rotary press into the commercial production of books. {{RT|public_library}}<section begin=public_library />As books became more easily mass-produced, the commercial subscription libraries catering to the better-off parts of society blossomed. This brought the class aspect of the nascent demand for public access to books to the fore.<section end=public_library /></div></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f9f9f9; color: #333333; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #e6e6e6; vertical-align: top; white-space: pre-wrap;"></td><td class='diff-marker'> </td><td style="background-color: #f9f9f9; color: #333333; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #e6e6e6; vertical-align: top; white-space: pre-wrap;"></td></tr>
<tr><td class='diff-marker'>−</td><td style="color:black; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div>After the failed attempt to introduce universal suffrage and end the system of political representation based on property entitlements through the Reform Act of 1832, the English Chartist movement started to open reading rooms and cooperative lending libraries that would quickly become a popular hotbed of social exchange between the lower classes. <del class="diffchange diffchange-inline">{{RT|educated_librarians}}<section begin=educated_librarians /></del>In the aftermath of the revolutionary upheavals of 1848, the fearful ruling classes finally consented to the demand for tax-financed public libraries, hoping that the access to literature and edification would after all help educate skilled workers that were increasingly in demand and ultimately hegemonize the working class for the benefits of capitalism's culture of self-interest and competition.<ref>For the social history of public library see Matthew Battles, ''Library: An Unquiet History'' (Random House, 2014) chapter 5: “Books for all”.</ref<del class="diffchange diffchange-inline">><section end=educated_librarians /</del>></div></td><td class='diff-marker'>+</td><td style="color:black; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div>After the failed attempt to introduce universal suffrage and end the system of political representation based on property entitlements through the Reform Act of 1832, the English Chartist movement started to open reading rooms and cooperative lending libraries that would quickly become a popular hotbed of social exchange between the lower classes. In the aftermath of the revolutionary upheavals of 1848, the fearful ruling classes finally consented to the demand for tax-financed public libraries, hoping that the access to literature and edification would after all help educate skilled workers that were increasingly in demand and ultimately hegemonize the working class for the benefits of capitalism's culture of self-interest and competition.<ref>For the social history of public library see Matthew Battles, ''Library: An Unquiet History'' (Random House, 2014) chapter 5: “Books for all”.</ref></div></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f9f9f9; color: #333333; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #e6e6e6; vertical-align: top; white-space: pre-wrap;"></td><td class='diff-marker'> </td><td style="background-color: #f9f9f9; color: #333333; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #e6e6e6; vertical-align: top; white-space: pre-wrap;"></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f9f9f9; color: #333333; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #e6e6e6; vertical-align: top; white-space: pre-wrap;"><div>== Really useful knowledge==</div></td><td class='diff-marker'> </td><td style="background-color: #f9f9f9; color: #333333; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #e6e6e6; vertical-align: top; white-space: pre-wrap;"><div>== Really useful knowledge==</div></td></tr>
</table>Dickreckardhttps://www.mondotheque.be/wiki/index.php?title=Amateur_Librarian_-_A_Course_in_Critical_Pedagogy&diff=8194&oldid=prevDnnspohl: /* Public library, a political genealogy */2016-07-01T06:46:49Z<p><span dir="auto"><span class="autocomment">Public library, a political genealogy</span></span></p>
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<td colspan='2' style="background-color: white; color:black; text-align: center;">Revision as of 06:46, 1 July 2016</td>
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<tr><td class='diff-marker'> </td><td style="background-color: #f9f9f9; color: #333333; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #e6e6e6; vertical-align: top; white-space: pre-wrap;"><div>Two social upheavals would start to change that. On 2 November 1789 the French revolutionary National Assembly passed a decision to seize all library holdings from the Church and aristocracy. Million of volumes were transferred to the Bibliothèque Nationale and local libraries across France. At the same time capitalism was on the rise, particularly in England. It massively displaced the impoverished rural population into growing urban centres, propelled the development of industrial production and, by the mid-19th century, introduced the steam-powered rotary press into the commercial production of books. {{RT|public_library}}<section begin=public_library />As books became more easily mass-produced, the commercial subscription libraries catering to the better-off parts of society blossomed. This brought the class aspect of the nascent demand for public access to books to the fore.<section end=public_library /></div></td><td class='diff-marker'> </td><td style="background-color: #f9f9f9; color: #333333; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #e6e6e6; vertical-align: top; white-space: pre-wrap;"><div>Two social upheavals would start to change that. On 2 November 1789 the French revolutionary National Assembly passed a decision to seize all library holdings from the Church and aristocracy. Million of volumes were transferred to the Bibliothèque Nationale and local libraries across France. At the same time capitalism was on the rise, particularly in England. It massively displaced the impoverished rural population into growing urban centres, propelled the development of industrial production and, by the mid-19th century, introduced the steam-powered rotary press into the commercial production of books. {{RT|public_library}}<section begin=public_library />As books became more easily mass-produced, the commercial subscription libraries catering to the better-off parts of society blossomed. This brought the class aspect of the nascent demand for public access to books to the fore.<section end=public_library /></div></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f9f9f9; color: #333333; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #e6e6e6; vertical-align: top; white-space: pre-wrap;"></td><td class='diff-marker'> </td><td style="background-color: #f9f9f9; color: #333333; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #e6e6e6; vertical-align: top; white-space: pre-wrap;"></td></tr>
<tr><td class='diff-marker'>−</td><td style="color:black; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div>After the failed attempt to introduce universal suffrage and end the system of political representation based on property entitlements through the Reform Act of 1832, the English Chartist movement started to open reading rooms and cooperative lending libraries that would quickly become a popular hotbed of social exchange between the lower classes. In the aftermath of the revolutionary upheavals of 1848, the fearful ruling classes finally consented to the demand for tax-financed public libraries, hoping that the access to literature and edification would after all help educate skilled workers that were increasingly in demand and ultimately hegemonize the working class for the benefits of capitalism's culture of self-interest and competition.<ref>For the social history of public library see Matthew Battles, ''Library: An Unquiet History'' (Random House, 2014) chapter 5: “Books for all”.</ref></div></td><td class='diff-marker'>+</td><td style="color:black; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div>After the failed attempt to introduce universal suffrage and end the system of political representation based on property entitlements through the Reform Act of 1832, the English Chartist movement started to open reading rooms and cooperative lending libraries that would quickly become a popular hotbed of social exchange between the lower classes. <ins class="diffchange diffchange-inline">{{RT|educated_librarians}}<section begin=educated_librarians /></ins>In the aftermath of the revolutionary upheavals of 1848, the fearful ruling classes finally consented to the demand for tax-financed public libraries, hoping that the access to literature and edification would after all help educate skilled workers that were increasingly in demand and ultimately hegemonize the working class for the benefits of capitalism's culture of self-interest and competition.<ref>For the social history of public library see Matthew Battles, ''Library: An Unquiet History'' (Random House, 2014) chapter 5: “Books for all”.</ref<ins class="diffchange diffchange-inline">><section end=educated_librarians /</ins>></div></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f9f9f9; color: #333333; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #e6e6e6; vertical-align: top; white-space: pre-wrap;"></td><td class='diff-marker'> </td><td style="background-color: #f9f9f9; color: #333333; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #e6e6e6; vertical-align: top; white-space: pre-wrap;"></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f9f9f9; color: #333333; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #e6e6e6; vertical-align: top; white-space: pre-wrap;"><div>== Really useful knowledge==</div></td><td class='diff-marker'> </td><td style="background-color: #f9f9f9; color: #333333; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #e6e6e6; vertical-align: top; white-space: pre-wrap;"><div>== Really useful knowledge==</div></td></tr>
</table>Dnnspohlhttps://www.mondotheque.be/wiki/index.php?title=Amateur_Librarian_-_A_Course_in_Critical_Pedagogy&diff=8192&oldid=prevDnnspohl at 11:37, 30 June 20162016-06-30T11:37:07Z<p></p>
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<td colspan='2' style="background-color: white; color:black; text-align: center;">Revision as of 11:37, 30 June 2016</td>
</tr><tr><td colspan="2" class="diff-lineno" id="mw-diff-left-l10" >Line 10:</td>
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<tr><td class='diff-marker'> </td><td style="background-color: #f9f9f9; color: #333333; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #e6e6e6; vertical-align: top; white-space: pre-wrap;"><div>The library as an institution of public access and popular literacy, however, did not develop before a series of transformations and social upheavals unfolded in the course of 18th and 19th century. These developments brought about a flood of books and political demands pushing the library to become embedded in an egalitarian and democratizing political horizon. The historic backdrop for these developments was the rapid ascendancy of the book as a mass commodity and the growing importance of the reading culture in the aftermath of the invention of the movable type print. Having emerged almost in parallel with capitalism, by the early 18th century the trade in books was rapidly expanding. While in the 15th century the libraries around the monasteries, courts and universities of Western Europe contained no more than 5 million manuscripts, the output of printing presses in the 18th century alone exploded to formidable 700 million volumes.<ref>For an economic history of the book in the Western Europe see Eltjo Buringh and Jan Luiten Van Zanden, “Charting the ‘Rise of the West’: Manuscripts and Printed Books in Europe, A Long-Term Perspective from the Sixth through Eighteenth Centuries,” ''The Journal of Economic History'' 69, No. 02 (June 2009): 409–45, doi:10.1017/S0022050709000837, particularly Tables 1-5.</ref> And while this provided a vector for the emergence of a bourgeois reading public and an unprecedented expansion of modern science, the culture of reading and Enlightenment remained largely a privilege of the few.  </div></td><td class='diff-marker'> </td><td style="background-color: #f9f9f9; color: #333333; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #e6e6e6; vertical-align: top; white-space: pre-wrap;"><div>The library as an institution of public access and popular literacy, however, did not develop before a series of transformations and social upheavals unfolded in the course of 18th and 19th century. These developments brought about a flood of books and political demands pushing the library to become embedded in an egalitarian and democratizing political horizon. The historic backdrop for these developments was the rapid ascendancy of the book as a mass commodity and the growing importance of the reading culture in the aftermath of the invention of the movable type print. Having emerged almost in parallel with capitalism, by the early 18th century the trade in books was rapidly expanding. While in the 15th century the libraries around the monasteries, courts and universities of Western Europe contained no more than 5 million manuscripts, the output of printing presses in the 18th century alone exploded to formidable 700 million volumes.<ref>For an economic history of the book in the Western Europe see Eltjo Buringh and Jan Luiten Van Zanden, “Charting the ‘Rise of the West’: Manuscripts and Printed Books in Europe, A Long-Term Perspective from the Sixth through Eighteenth Centuries,” ''The Journal of Economic History'' 69, No. 02 (June 2009): 409–45, doi:10.1017/S0022050709000837, particularly Tables 1-5.</ref> And while this provided a vector for the emergence of a bourgeois reading public and an unprecedented expansion of modern science, the culture of reading and Enlightenment remained largely a privilege of the few.  </div></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f9f9f9; color: #333333; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #e6e6e6; vertical-align: top; white-space: pre-wrap;"></td><td class='diff-marker'> </td><td style="background-color: #f9f9f9; color: #333333; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #e6e6e6; vertical-align: top; white-space: pre-wrap;"></td></tr>
<tr><td class='diff-marker'>−</td><td style="color:black; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div>Two social upheavals would start to change that. On 2 November 1789 the French revolutionary National Assembly passed a decision to seize all library holdings from the Church and aristocracy. Million of volumes were transferred to the Bibliothèque Nationale and local libraries across France. At the same time capitalism was on the rise, particularly in England. It massively displaced the impoverished rural population into growing urban centres, propelled the development of industrial production and, by the mid-19th century, introduced the steam-powered rotary press into the commercial production of books. As books became more easily mass-produced, the commercial subscription libraries catering to the better-off parts of society blossomed. This brought the class aspect of the nascent demand for public access to books to the fore.  </div></td><td class='diff-marker'>+</td><td style="color:black; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div>Two social upheavals would start to change that. On 2 November 1789 the French revolutionary National Assembly passed a decision to seize all library holdings from the Church and aristocracy. Million of volumes were transferred to the Bibliothèque Nationale and local libraries across France. At the same time capitalism was on the rise, particularly in England. It massively displaced the impoverished rural population into growing urban centres, propelled the development of industrial production and, by the mid-19th century, introduced the steam-powered rotary press into the commercial production of books. <ins class="diffchange diffchange-inline">{{RT|public_library}}<section begin=public_library /></ins>As books became more easily mass-produced, the commercial subscription libraries catering to the better-off parts of society blossomed. This brought the class aspect of the nascent demand for public access to books to the fore.<ins class="diffchange diffchange-inline"><section end=public_library /></ins></div></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f9f9f9; color: #333333; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #e6e6e6; vertical-align: top; white-space: pre-wrap;"></td><td class='diff-marker'> </td><td style="background-color: #f9f9f9; color: #333333; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #e6e6e6; vertical-align: top; white-space: pre-wrap;"></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f9f9f9; color: #333333; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #e6e6e6; vertical-align: top; white-space: pre-wrap;"><div>After the failed attempt to introduce universal suffrage and end the system of political representation based on property entitlements through the Reform Act of 1832, the English Chartist movement started to open reading rooms and cooperative lending libraries that would quickly become a popular hotbed of social exchange between the lower classes. In the aftermath of the revolutionary upheavals of 1848, the fearful ruling classes finally consented to the demand for tax-financed public libraries, hoping that the access to literature and edification would after all help educate skilled workers that were increasingly in demand and ultimately hegemonize the working class for the benefits of capitalism's culture of self-interest and competition.<ref>For the social history of public library see Matthew Battles, ''Library: An Unquiet History'' (Random House, 2014) chapter 5: “Books for all”.</ref></div></td><td class='diff-marker'> </td><td style="background-color: #f9f9f9; color: #333333; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #e6e6e6; vertical-align: top; white-space: pre-wrap;"><div>After the failed attempt to introduce universal suffrage and end the system of political representation based on property entitlements through the Reform Act of 1832, the English Chartist movement started to open reading rooms and cooperative lending libraries that would quickly become a popular hotbed of social exchange between the lower classes. In the aftermath of the revolutionary upheavals of 1848, the fearful ruling classes finally consented to the demand for tax-financed public libraries, hoping that the access to literature and edification would after all help educate skilled workers that were increasingly in demand and ultimately hegemonize the working class for the benefits of capitalism's culture of self-interest and competition.<ref>For the social history of public library see Matthew Battles, ''Library: An Unquiet History'' (Random House, 2014) chapter 5: “Books for all”.</ref></div></td></tr>
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<tr><td class='diff-marker'> </td><td style="background-color: #f9f9f9; color: #333333; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #e6e6e6; vertical-align: top; white-space: pre-wrap;"><div>Amateur Librarian played an important role in the narrative of Public Library. And it seems it was successful. People easily join the project by 'becoming' a librarian using Calibre<ref>http://calibre-ebook.com/</ref> and [let’s share books].<ref>https://www.memoryoftheworld.org/blog/2014/10/28/calibre-lets-share-books/</ref> Other aspects of the Public Library narrative add a political articulation to that simple yet disobedient act. Public Library detects an institutional crisis in education, an economic deadlock of austerity and a domination of commodity logic in the form of copyright. It conjures up the amateur librarians’ practice of sharing books/catalogues as a relevant challenge against the convergence of that crisis, deadlock and copyright regime.</div></td><td class='diff-marker'> </td><td style="background-color: #f9f9f9; color: #333333; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #e6e6e6; vertical-align: top; white-space: pre-wrap;"><div>Amateur Librarian played an important role in the narrative of Public Library. And it seems it was successful. People easily join the project by 'becoming' a librarian using Calibre<ref>http://calibre-ebook.com/</ref> and [let’s share books].<ref>https://www.memoryoftheworld.org/blog/2014/10/28/calibre-lets-share-books/</ref> Other aspects of the Public Library narrative add a political articulation to that simple yet disobedient act. Public Library detects an institutional crisis in education, an economic deadlock of austerity and a domination of commodity logic in the form of copyright. It conjures up the amateur librarians’ practice of sharing books/catalogues as a relevant challenge against the convergence of that crisis, deadlock and copyright regime.</div></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f9f9f9; color: #333333; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #e6e6e6; vertical-align: top; white-space: pre-wrap;"></td><td class='diff-marker'> </td><td style="background-color: #f9f9f9; color: #333333; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #e6e6e6; vertical-align: top; white-space: pre-wrap;"></td></tr>
<tr><td class='diff-marker'>−</td><td style="color:black; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div>To understand the political and technological assumptions and further develop the strategies that lie behind the counteractions of amateur librarians, we propose a curriculum that is indebted to a tradition of critical pedagogy. <del class="diffchange diffchange-inline">{{RT|public_library}}<section begin=public_library /></del>Critical pedagogy is a productive and theoretical practice rejecting an understanding of educational process that reduces it to a technique of imparting knowledge and a neutral mode of knowledge acquisition. Rather, it sees the pedagogy as a broader “struggle over knowledge, desire, values, social relations, and, most important, modes of political agency”, “drawing attention to questions regarding who has control over the conditions for the production of knowledge.”<ref>Henry A. Giroux, ''On Critical Pedagogy'' (Bloomsbury Academic, 2011), 5.</ref><section end=public_library /></div></td><td class='diff-marker'>+</td><td style="color:black; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div>To understand the political and technological assumptions and further develop the strategies that lie behind the counteractions of amateur librarians, we propose a curriculum that is indebted to a tradition of critical pedagogy. Critical pedagogy is a productive and theoretical practice rejecting an understanding of educational process that reduces it to a technique of imparting knowledge and a neutral mode of knowledge acquisition. Rather, it sees the pedagogy as a broader “struggle over knowledge, desire, values, social relations, and, most important, modes of political agency”, “drawing attention to questions regarding who has control over the conditions for the production of knowledge.”<ref>Henry A. Giroux, ''On Critical Pedagogy'' (Bloomsbury Academic, 2011), 5.</ref><section end=public_library /></div></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f9f9f9; color: #333333; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #e6e6e6; vertical-align: top; white-space: pre-wrap;"></td><td class='diff-marker'> </td><td style="background-color: #f9f9f9; color: #333333; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #e6e6e6; vertical-align: top; white-space: pre-wrap;"></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f9f9f9; color: #333333; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #e6e6e6; vertical-align: top; white-space: pre-wrap;"><div>No industry in the present demonstrates more the asymmetries of control over the conditions of production of knowledge than the academic publishing. The denial of access to outrageously expensive academic publications for many universities, particularly in the Global South, stands in stark contrast to the super-profits that a small number of commercial publishers draws from the free labour of scientists who write, review and edit contributions and the extortive prices their institutional libraries have to pay for subscriptions. It is thus here that the amateur librarianship attains its poignancy for a critical pedagogy, inviting us to closer formulate and unfold its practices in a shared process of discovery.</div></td><td class='diff-marker'> </td><td style="background-color: #f9f9f9; color: #333333; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #e6e6e6; vertical-align: top; white-space: pre-wrap;"><div>No industry in the present demonstrates more the asymmetries of control over the conditions of production of knowledge than the academic publishing. The denial of access to outrageously expensive academic publications for many universities, particularly in the Global South, stands in stark contrast to the super-profits that a small number of commercial publishers draws from the free labour of scientists who write, review and edit contributions and the extortive prices their institutional libraries have to pay for subscriptions. It is thus here that the amateur librarianship attains its poignancy for a critical pedagogy, inviting us to closer formulate and unfold its practices in a shared process of discovery.</div></td></tr>
</table>Dnnspohlhttps://www.mondotheque.be/wiki/index.php?title=Amateur_Librarian_-_A_Course_in_Critical_Pedagogy&diff=8189&oldid=prevDickreckard at 15:38, 29 June 20162016-06-29T15:38:06Z<p></p>
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<tr><td class='diff-marker'> </td><td style="background-color: #f9f9f9; color: #333333; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #e6e6e6; vertical-align: top; white-space: pre-wrap;"><div><span class="name">[[author::Tomislav Medak]]</span> & <span class="name">[[author::Marcell Mars]]</span> (Public Library project)</div></td><td class='diff-marker'> </td><td style="background-color: #f9f9f9; color: #333333; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #e6e6e6; vertical-align: top; white-space: pre-wrap;"><div><span class="name">[[author::Tomislav Medak]]</span> & <span class="name">[[author::Marcell Mars]]</span> (Public Library project)</div></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f9f9f9; color: #333333; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #e6e6e6; vertical-align: top; white-space: pre-wrap;"></td><td class='diff-marker'> </td><td style="background-color: #f9f9f9; color: #333333; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #e6e6e6; vertical-align: top; white-space: pre-wrap;"></td></tr>
<tr><td class='diff-marker'>−</td><td style="color:black; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div><div class="book"<del class="diffchange diffchange-inline">><onlyinclude</del>>A proposal for a curriculum in amateur librarianship, developed through the activities and exigencies of the Public Library project. Drawing from a historic genealogy of public library as the institution of access to knowledge, the proletarian tradition of really useful knowledge and the amateur agency driven by technological development, the curriculum covers a range of segments from immediately applicable workflows for scanning, sharing and using e-books, over politics and tactics around custodianship of online libraries, to applied media theory implicit in the practices of amateur librarianship. The proposal is made with further development, complexification and testing in mind during the future activities of the Public Library and affiliated organizations.<del class="diffchange diffchange-inline"></onlyinclude></del></div></div></td><td class='diff-marker'>+</td><td style="color:black; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div><div class="book">A proposal for a curriculum in amateur librarianship, developed through the activities and exigencies of the Public Library project. Drawing from a historic genealogy of public library as the institution of access to knowledge, the proletarian tradition of really useful knowledge and the amateur agency driven by technological development, the curriculum covers a range of segments from immediately applicable workflows for scanning, sharing and using e-books, over politics and tactics around custodianship of online libraries, to applied media theory implicit in the practices of amateur librarianship. The proposal is made with further development, complexification and testing in mind during the future activities of the Public Library and affiliated organizations.</div></div></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f9f9f9; color: #333333; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #e6e6e6; vertical-align: top; white-space: pre-wrap;"></td><td class='diff-marker'> </td><td style="background-color: #f9f9f9; color: #333333; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #e6e6e6; vertical-align: top; white-space: pre-wrap;"></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f9f9f9; color: #333333; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #e6e6e6; vertical-align: top; white-space: pre-wrap;"><div>== Public library, a political genealogy ==</div></td><td class='diff-marker'> </td><td style="background-color: #f9f9f9; color: #333333; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #e6e6e6; vertical-align: top; white-space: pre-wrap;"><div>== Public library, a political genealogy ==</div></td></tr>
</table>Dickreckardhttps://www.mondotheque.be/wiki/index.php?title=Amateur_Librarian_-_A_Course_in_Critical_Pedagogy&diff=8188&oldid=prevDickreckard at 15:37, 29 June 20162016-06-29T15:37:09Z<p></p>
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<tr><td class='diff-marker'> </td><td style="background-color: #f9f9f9; color: #333333; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #e6e6e6; vertical-align: top; white-space: pre-wrap;"><div>Amateur Librarian played an important role in the narrative of Public Library. And it seems it was successful. People easily join the project by 'becoming' a librarian using Calibre<ref>http://calibre-ebook.com/</ref> and [let’s share books].<ref>https://www.memoryoftheworld.org/blog/2014/10/28/calibre-lets-share-books/</ref> Other aspects of the Public Library narrative add a political articulation to that simple yet disobedient act. Public Library detects an institutional crisis in education, an economic deadlock of austerity and a domination of commodity logic in the form of copyright. It conjures up the amateur librarians’ practice of sharing books/catalogues as a relevant challenge against the convergence of that crisis, deadlock and copyright regime.</div></td><td class='diff-marker'> </td><td style="background-color: #f9f9f9; color: #333333; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #e6e6e6; vertical-align: top; white-space: pre-wrap;"><div>Amateur Librarian played an important role in the narrative of Public Library. And it seems it was successful. People easily join the project by 'becoming' a librarian using Calibre<ref>http://calibre-ebook.com/</ref> and [let’s share books].<ref>https://www.memoryoftheworld.org/blog/2014/10/28/calibre-lets-share-books/</ref> Other aspects of the Public Library narrative add a political articulation to that simple yet disobedient act. Public Library detects an institutional crisis in education, an economic deadlock of austerity and a domination of commodity logic in the form of copyright. It conjures up the amateur librarians’ practice of sharing books/catalogues as a relevant challenge against the convergence of that crisis, deadlock and copyright regime.</div></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f9f9f9; color: #333333; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #e6e6e6; vertical-align: top; white-space: pre-wrap;"></td><td class='diff-marker'> </td><td style="background-color: #f9f9f9; color: #333333; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #e6e6e6; vertical-align: top; white-space: pre-wrap;"></td></tr>
<tr><td class='diff-marker'>−</td><td style="color:black; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div>To understand the political and technological assumptions and further develop the strategies that lie behind the counteractions of amateur librarians, we propose a curriculum that is indebted to a tradition of critical pedagogy. Critical pedagogy is a productive and theoretical practice rejecting an understanding of educational process that reduces it to a technique of imparting knowledge and a neutral mode of knowledge acquisition. Rather, it sees the pedagogy as a broader “struggle over knowledge, desire, values, social relations, and, most important, modes of political agency”, “drawing attention to questions regarding who has control over the conditions for the production of knowledge.”<ref>Henry A. Giroux, ''On Critical Pedagogy'' (Bloomsbury Academic, 2011), 5.</ref></div></td><td class='diff-marker'>+</td><td style="color:black; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div>To understand the political and technological assumptions and further develop the strategies that lie behind the counteractions of amateur librarians, we propose a curriculum that is indebted to a tradition of critical pedagogy. <ins class="diffchange diffchange-inline">{{RT|public_library}}<section begin=public_library /></ins>Critical pedagogy is a productive and theoretical practice rejecting an understanding of educational process that reduces it to a technique of imparting knowledge and a neutral mode of knowledge acquisition. Rather, it sees the pedagogy as a broader “struggle over knowledge, desire, values, social relations, and, most important, modes of political agency”, “drawing attention to questions regarding who has control over the conditions for the production of knowledge.”<ref>Henry A. Giroux, ''On Critical Pedagogy'' (Bloomsbury Academic, 2011), 5.</ref<ins class="diffchange diffchange-inline">><section end=public_library /</ins>></div></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f9f9f9; color: #333333; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #e6e6e6; vertical-align: top; white-space: pre-wrap;"></td><td class='diff-marker'> </td><td style="background-color: #f9f9f9; color: #333333; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #e6e6e6; vertical-align: top; white-space: pre-wrap;"></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f9f9f9; color: #333333; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #e6e6e6; vertical-align: top; white-space: pre-wrap;"><div>No industry in the present demonstrates more the asymmetries of control over the conditions of production of knowledge than the academic publishing. The denial of access to outrageously expensive academic publications for many universities, particularly in the Global South, stands in stark contrast to the super-profits that a small number of commercial publishers draws from the free labour of scientists who write, review and edit contributions and the extortive prices their institutional libraries have to pay for subscriptions. It is thus here that the amateur librarianship attains its poignancy for a critical pedagogy, inviting us to closer formulate and unfold its practices in a shared process of discovery.</div></td><td class='diff-marker'> </td><td style="background-color: #f9f9f9; color: #333333; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #e6e6e6; vertical-align: top; white-space: pre-wrap;"><div>No industry in the present demonstrates more the asymmetries of control over the conditions of production of knowledge than the academic publishing. The denial of access to outrageously expensive academic publications for many universities, particularly in the Global South, stands in stark contrast to the super-profits that a small number of commercial publishers draws from the free labour of scientists who write, review and edit contributions and the extortive prices their institutional libraries have to pay for subscriptions. It is thus here that the amateur librarianship attains its poignancy for a critical pedagogy, inviting us to closer formulate and unfold its practices in a shared process of discovery.</div></td></tr>
</table>Dickreckardhttps://www.mondotheque.be/wiki/index.php?title=Amateur_Librarian_-_A_Course_in_Critical_Pedagogy&diff=8141&oldid=prevFS at 05:39, 28 June 20162016-06-28T05:39:27Z<p></p>
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<td colspan='2' style="background-color: white; color:black; text-align: center;">Revision as of 05:39, 28 June 2016</td>
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<tr><td class='diff-marker'> </td><td style="background-color: #f9f9f9; color: #333333; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #e6e6e6; vertical-align: top; white-space: pre-wrap;"><div>For updates: https://www.zotero.org/groups/amateur_librarian_-_a_course_in_critical_pedagogy_reading_list</div></td><td class='diff-marker'> </td><td style="background-color: #f9f9f9; color: #333333; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #e6e6e6; vertical-align: top; white-space: pre-wrap;"><div>For updates: https://www.zotero.org/groups/amateur_librarian_-_a_course_in_critical_pedagogy_reading_list</div></td></tr>
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<tr><td class='diff-marker'> </td><td style="background-color: #f9f9f9; color: #333333; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #e6e6e6; vertical-align: top; white-space: pre-wrap;"><div>[[Category:Publication]]</div></td><td class='diff-marker'> </td><td style="background-color: #f9f9f9; color: #333333; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #e6e6e6; vertical-align: top; white-space: pre-wrap;"><div>[[Category:Publication]]</div></td></tr>
</table>FShttps://www.mondotheque.be/wiki/index.php?title=Amateur_Librarian_-_A_Course_in_Critical_Pedagogy&diff=8040&oldid=prevFS at 17:13, 26 June 20162016-06-26T17:13:56Z<p></p>
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<tr><td class='diff-marker'>−</td><td style="color:black; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div> </div></td><td class='diff-marker'>+</td><td style="color:black; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div><ins class="diffchange diffchange-inline"><span class="name"></ins>[[author::Tomislav Medak]]<ins class="diffchange diffchange-inline"></span> </ins>& <ins class="diffchange diffchange-inline"><span class="name"></ins>[[author::Marcell Mars]]<ins class="diffchange diffchange-inline"></span> </ins>(Public Library project)</div></td></tr>
<tr><td class='diff-marker'>−</td><td style="color:black; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div>[[author::Tomislav Medak]] & [[author::Marcell Mars]] (Public Library project)</div></td><td colspan="2"> </td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f9f9f9; color: #333333; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #e6e6e6; vertical-align: top; white-space: pre-wrap;"></td><td class='diff-marker'> </td><td style="background-color: #f9f9f9; color: #333333; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #e6e6e6; vertical-align: top; white-space: pre-wrap;"></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f9f9f9; color: #333333; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #e6e6e6; vertical-align: top; white-space: pre-wrap;"><div><div class="book"><onlyinclude>A proposal for a curriculum in amateur librarianship, developed through the activities and exigencies of the Public Library project. Drawing from a historic genealogy of public library as the institution of access to knowledge, the proletarian tradition of really useful knowledge and the amateur agency driven by technological development, the curriculum covers a range of segments from immediately applicable workflows for scanning, sharing and using e-books, over politics and tactics around custodianship of online libraries, to applied media theory implicit in the practices of amateur librarianship. The proposal is made with further development, complexification and testing in mind during the future activities of the Public Library and affiliated organizations.</onlyinclude></div></div></td><td class='diff-marker'> </td><td style="background-color: #f9f9f9; color: #333333; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #e6e6e6; vertical-align: top; white-space: pre-wrap;"><div><div class="book"><onlyinclude>A proposal for a curriculum in amateur librarianship, developed through the activities and exigencies of the Public Library project. Drawing from a historic genealogy of public library as the institution of access to knowledge, the proletarian tradition of really useful knowledge and the amateur agency driven by technological development, the curriculum covers a range of segments from immediately applicable workflows for scanning, sharing and using e-books, over politics and tactics around custodianship of online libraries, to applied media theory implicit in the practices of amateur librarianship. The proposal is made with further development, complexification and testing in mind during the future activities of the Public Library and affiliated organizations.</onlyinclude></div></div></td></tr>
</table>FS