| Abstrakt: |
Mental health and well-being is of increasing concern on college campuses. Grounded in feminist pedagogy and an ethic of care, this study asks what roles instruction librarians perceive themselves as having in supporting student mental health and what strategies they use in the classroom to address student affect and emotions. By sharing survey and interview responses from librarians regarding their perceived roles in supporting students' mental health and how they are actually enacting this role, this article aims to center the experiences and values of these librarians and critically reflect on issues of care, pedagogy, and professional scope. The secondary aim of this article is to provide clear examples and recommendations for other library workers who teach to make small, intentional changes to bring more inclusive practices to their teaching in supporting student wellbeing, while respecting their own. [ABSTRACT FROM AUTHOR] |
