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The goal of this review is to conduct an exploratory literature review on trauma-informed approaches in libraries to understand how librarians are discussing trauma-informed approaches and their integration into professional practice.

The author reviewed materials indexed in selected EBSCOHost databases. Included materials from selected EBSCOHost databases were available to the author in full text, in the English language and about trauma-informed approaches in libraries. Items were excluded from this review if they were a review of another work, a thesis or dissertation, or letters to or from the editor.

Twenty-five publications were included in this analysis. Publications included described approaches in school libraries, academic libraries and public libraries. Key topics are racial trauma-informed practices, trauma-informed teaching, resisting re-traumatization, social work and the effects of workplace trauma on the library workforce.

Trauma-informed approaches are gaining popularity in a variety of disciplines as the world copes with the turbulent events of recent years. The practical implications of this review are to explore the emergence of trauma-informed approaches in libraries to understand the current publishing landscape on this topic.

While librarians are writing about this approach and some are incorporating it into their practice, an analysis in the form of an exploratory literature review to summarize this work has not been done. Understanding how libraries are incorporating this trauma-awareness and trauma-informed principles into the work is crucial for identifying the future approach to library services.

By historicizing the broader system of education contextualized under the 45th presidential administration, this paper aims to provide a nuanced discussion regarding the condition of information literacy and librarianship as capitalist institutions in service to the state. In response, tools to oppose systemic racism and minimize harm in the classroom as well as recommendations for change and resistance are addressed.

The paper focuses on historical analysis of libraries as institutions within larger educational systems and draws heavily on critical theories as a method of critique.

This paper demonstrates that the 45th presidential administration is a logical progression of neoliberalism and institutionalized discrimination, which has had adverse effects on the health and safety of (primarily marginalized) students, library workers and library practice, but that critical reflection and information seeking on part of librarians may provide solutions.

This paper can be used as a guide for librarians seeking to contextualize the educational environment and apply a critical praxis to information literacy programs.

The reflection presented in this paper can aid in expanding awareness in LIS surrounding issues of equity and justice, and impart urgency and need for institutional change.

Given the lack of diversity in library and information science, this paper provides critical interventions for information literacy practice. The authors’ unique practical and theoretical backgrounds allow for nuanced discussion and pedagogical creation which directly impacts and addresses key issues of justice and equity in the classroom.

School violence can cause or exacerbate individual and collective trauma. Trauma-informed school approaches offer schools and educators guidance for how to respond. In this chapter, we provide an overview of trauma-informed school approaches and their contributions to healing individual and collective trauma. We begin this chapter by addressing the complex intersection of disability and trauma, and the unique implications of school-based violence for students with disabilities and their teachers. We then define trauma-informed care, describe current short- and long-term trauma-informed school approaches, and explain the aims of these approaches at individual and collective levels. Next, we locate trauma-informed responses to school violence in a context of systemic trauma and share considerations for disrupting the systemic conditions that perpetuate trauma and school violence. We discuss critiques of the trauma-informed care movement and conclude with recommendations for scholars pursuing research in this area.

Within North American institutions of higher education, the sociopolitical construct of whiteness comprises an often implicit set of lessons that are reflected not only in policy and curricula but also in the teaching practices of faculty. Such lessons perpetuate white centricity and supremacy, at enormous costs to those who have been negatively racialized. Therefore, it is critical for white faculty to engage meaningfully with ongoing processes of self-reflection, self-education, and skill development so that they can contribute positively to the interrogation and disruption of whiteness in higher education. This chapter discusses seven processual considerations for white educators who seek to interrogate and disrupt the problem of whiteness in teaching and learning.

This integrative literature review aims to explore themes within higher education that may be applicable to leadership education including: descriptions of trauma, trauma-informed practices and trauma-informed practitioners.

Integrative, systematic literature review.

The results suggest that trauma and trauma-informed practices may have a place in leadership education pedagogy.

There is no work being done in trauma informed practice in leadership education. This study provides future direction for both research and practice.

Using Margaret Price's concept of kairotic space, this chapter asserts that the first-year writing classroom is a particularly fitting place to explore topics like consent and sexual assault. However, I caution the importance of using a trauma-informed approach to these topics. I provide an overview of the distinctions between related fields: trauma-informed pedagogy, trauma theory, and disability studies in order to argue for a pedagogical approach that takes each into account. First-year writing instructors, as well as other instructors in the university, should strive to live in the discomfort that often emerges from difficult material not only because it is necessary for building a better society but also because it is pedagogically sound. Furthermore, I argue that in order to have a truly trauma-informed approach, we need to change the very foundations of the university.

The purpose of this paper is to summarize the findings from focus group interviews conducted with librarians and library staff, faculty and students. It highlights the significance of implementing inclusive teaching and culturally responsive strategies in instructional settings and interactions with library patrons and seeks to emphasize the importance of developing guidelines, best practices and effective strategies.

Using focus groups, this study interviewed librarians and library staff, faculty and students. This research approach identified, reviewed and assessed existing programs and practices in instruction and library interactions.

The findings from this paper indicate that while faculty and librarians are making individual efforts to promote inclusivity in teaching and interacting with patrons, many participants expressed the necessity for institutional-level training, guidelines and good practices on how to achieve and implement culturally responsive and inclusive teaching strategies.

The methodology utilized in this study can be adapted by other libraries or institutions aiming to explore the practice of inclusive pedagogy and culturally responsive teaching within their own context. The insights from the study inform the development of strategies that librarians, faculty and staff can employ to integrate inclusive and culturally responsive teaching into their instruction and services for the wider academic community.

Rather than seeing affect as an “aspect” of experience at odds with the supposedly “rational” or “academic” activities of the classroom, affect determines the experience of life itself – including how we teach and how we learn. Through ethnographic vignettes, this chapter explores the challenging and risky terrain of “trauma affect” within the context of an international women's university in Bangladesh. In response to this exploration, the chapter then discusses the importance of “teaching from the heart” in higher education (HE), or in other words, of using trauma-informed or affective pedagogies in responding to the pain of others.

Gabrielle Civil, a Black feminist performance artist and professor, discusses developing and teaching her “Pleasure Syllabus,” a three-lecture module for a mandatory first-year undergraduate writing course. Grounded in Black feminism, especially adrienne maree brown's call for “pleasure activism” and Audre Lorde's embrace of the erotic, this syllabus aimed to consider and activate embodied knowledge. Contemplating pleasure (“what does and does not feel good”) also became a way to confront rape culture. With this module, Civil hoped to intervene in the rampant sexual violence happening on college campuses. She acknowledges the challenges of negotiating trauma and gender-based violence in the classroom. (Teaching about desire, sexuality, violation, and consent on Zoom during the COVID-19 pandemic was especially tough.) She shares specific strategies that supported her pedagogy and offers some suggestions for curricular planning while emphasizing that no one-size-fits-all approach exists to trauma-informed teaching. Her curriculum included visual art, music, graphics, and movement exercises along with critical/creative writing. Civil includes her actual “Pleasure Syllabus” and her module's signature assignment.