Weaver, Kari D.Mercer, Kathryn2024-03-062024-03-062023-07http://hdl.handle.net/10012/20381Transformative learning focuses on the idea that learners can adjust their thinking based on new information. This chapter explores how a STEM librarian can use transformative learning theory and pedagogy to change student self-conceptions around expertise, information need and use, and the value of a librarian as an educator. Our work was underpinned by re-conceptualizing how librarians operate as educators within the STEM context, moving instruction to lab courses, critique settings, and communications requirements to present the idea of information evaluation as foundational to STEM. By envisioning the ability to be critical of information as the core threshold concept of STEM information literacy, we give voice and space to different ideas and perspectives while fostering critical reflection in the classroom space. This pedagogical approach trains STEM students to develop the habits of mind that allow them to engage in the construction of knowledge, self, and society that will enable them to move forward as fully realized professionals.enAttribution-NonCommercial 4.0 Internationalinformation literacySTEM educationeducational partnershipstransformative learningBook Chapter