In Fall 2021, two then-graduate students from Columbia University, Cat Lambert and Diana Newby, taught a workshop for the CIRTL Network on critical citational practices. The workshop guided participants through reflections around how citational practices within a discipline and across major journals can impact which voices get the most visibility – and led to a discussion of how, with different practices, participants can uplift a broader diversity of expert voices in their own teaching.
Now, Drs. Lambert and Newby have a new publication to share that incorporates work from this workshop in the latest volume of Teaching Citational Practice, “Citation as Pathway: Reorienting Pedagogical Approaches.” Teaching Citational Practice is an open-access journal that publishes collections of pedagogical materials for instructors interested in practical, innovative, and feminist approaches to teaching research and citation. “Citation as Pathway” brings together teaching strategies and curricular interventions developed by four higher education instructors hailing from a range of academic disciplines. The diverse materials in this collection are united by a commitment to helping both students and instructors use citational practice to think more critically and self-reflexively about the intellectual and material paths we travel in our academic work.