Focusing on academic libraries, the authors detail the history of deficit thinking in higher education and how it has negatively impacted student learning, especially for marginalized students. They discuss pedagogical models that recognize students prior knowledge and experiences, such as critical pedagogy, culturally relevant pedagogy, and open pedagogy, as well as principles of an anti-deficit educational practice and their practical application in teaching librarianship, such as learning, research, student employment, outreach, and engagement. The book includes reflections from critical information literacy educators on the theory and strategies they use to combat deficit thinking in their work. Annotation ©2021 Ringgold, Inc., Portland, OR (protoview.com)
