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ERIC Number: EJ1370018
Record Type: Journal
Publication Date: 2023
Pages: 10
Abstractor: As Provided
ISSN: ISSN-0748-5786
EISSN: EISSN-2328-2967
Moving toward Equity: Experiences with Ungrading
Rapchak, Marcia; Hands, Africa S.; Hensley, Merinda Kaye
Journal of Education for Library and Information Science, v64 n1 p89-98 2023
This paper explores the practice of ungrading, a movement embraced by a growing number of teachers and professors who see the process of grading as disconnected and sometimes counter to the learning goals they have for their students. We discuss the limitations of traditional grading systems in the United States, mainly in the way that grading is subject to instructor preferences and reflective of white, middle-class ideals of learning. Describing the benefits of ungrading for library and information science education, we focus particularly on how ungrading can encourage a more equitable classroom environment and student autonomy. Taking an autoethnographic approach, we each describe our own evolution as teachers and how we discovered and began implementing ungrading, including the scholars and movements that influenced us. We argue that ungrading dismantles some of the power imbalance between students and professors, leading to an environment in which students take responsibility for their own learning. Ultimately, we reflect on ungrading as a more inclusive approach that encourages curiosity, growth, and freedom in the learning environment.
Association for Library and Information Science Education. Available from: University of Toronto Press. 5201 Dufferin Street, Toronto, ON, M3H 5T8 Canada. Tel: 416-667–7929; Fax: 416-667–7832; e-mail:; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A