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Through reflection, coupled with literature to ground our thinking, this chapter discusses the experiences of three librarians with the use of conceptual drawings about research processes as an equitable pedagogical practice. This drawing technique has pushed each of us to understand research in different ways and reflect on our own positionality as researchers and as teachers in the classroom. First, Kari D. Weaver considers how drawing research shapes an individual’s understanding of themselves as a scholar. Second, Alissa Droog reflects on the use of drawing to understand how research relates to our identities. Finally, Frances Brady connects drawing to further social justice discussions in the classroom. We conclude with instructional materials for others who may wish to adopt such a practice. We also acknowledge that all three of us identify as white, cisgender female librarians in a field where that is the norm. Through the interplay between communal reflection, existing literature, and lived experience, we address how drawing and discussing conceptions of research can support the growth and diversification of the next generation of scholars.



Publication Date



University Libraries


Association of College and Research Libraries


Chicago, IL


pedagogical reflection, lesson plan, graduate education, graduate students, higher education, positionality, drawing exercise, graduate research, inforamtion literacy, library instruction


Information Literacy | Library and Information Science

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This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

Original Citation

Weaver, Kari D., Brady, F. & Droog, A. (2023). Drawing to Conceptualize Research, Reduce Implicit Bias, and Establish Researcher Positionality in the Graduate Classroom. In Exploring Inclusive & Equitable Pedagogies: Creating Space for All Learners (vol. 1, pp. 215-228). Association of College & Research Libraries Press.

Drawing to Conceptualize Research, Reduce Implicit Bias, and Establish Researcher Positionality in the Graduate Classroom



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