Mehr als Methoden! Warum die Bibliothekspädagogik endlich Theorie braucht

Abstract Library pedagogy is a growing field of practice, but it remains theoretically underdeveloped. This article analyses the causes of this lack of theoretical grounding and discusses missing connections to educational science and media education discourses. It calls for a theory-informed, reflective understanding of library pedagogy that recognizes libraries as autonomous educational spaces and contributes to the professionalization of pedagogical practice.