User:Mswygart/"critical information literacy"

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Resources

DRAFT/STARTER LIST of sources to cite - we should and will add more!

Individual chapters from Gregory and Higgins (2013). (or perhaps whole book.)

Individual chapters from Drabinski, Kumbier and Accardi (2010). (or perhaps whole book.)

Elmborg (2006).^[1]

Freire (2000).^[2]

Giroux (2002).^[3]

Drabinski (2009).^[4]

hooks (1994).^[5]

Smith (2013).^[6]

Accardi (2013)^[7]

Spivak (1993)^[8]

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--everything below here is the actual article text--

Critical information literacy

Critical Information Literacy is a response to traditionally-defined information literacy that draws from critical theory, critical literacy, and critical pedagogy. As Gregory and Higgins (2013, 4) explain, critical information literacy "differs from standard definitions of information literacy (ex: the ability to find, use, and analyze information) in that it takes into consideration the social, political, economic, and corporate systems that have power and influence over information production, dissemination, access, and consumption."^[9] Discussing the difficulties of defining critical information literacy, James Elmborg argued that it "exists in relationships between people and information rather than as an identifiable thing in its own right."^[10]

Criticism of Traditionally-Defined Information Literacy

Proponents of critical information literacy find problems with how information in mainstream information literacy is usually defined as neutral, unchanging, and existing externally to individual learners. Proponents of critical information literacy instead see information as subject to a variety of socio-economic forces and understood differently in various fields and contexts, and influenced by the beliefs and experiences of the learner. ^[11]

#critlib Twitter chats

[Placeholder for brief narrative including conception of #critlib chats, link to cheat sheet, list of moderators, and mention of this entry being born from this community of #critlib practitioners. @donnarosemary will draft, after much of the above has been fleshed out so tone matches, and ping all those awesome moderators for help on specifics and accuracy.]

References

^ Elmborg, James. 2006. “Critical Information Literacy: Implications for Instructional Practice.” The Journal of Academic Librarianship 32 (2): 192 – 199. doi:http://dx.doi.org/10.1016/j.acalib.2005.12.004.
^ Freire, Paulo. 2000. Pedagogy of the Oppressed. New York: Continuum.
^ Giroux, Henry A. 2002. “Neoliberalism, Corporate Culture and the Promise of Higher Education: The University as a Demographic Public Sphere.” Harvard Educational Review 72 (4): 424–463.
^ Drabinski, Emily. 2009. “Teaching About Class in the Library.” Radical Teacher 85 (1): 15–16.
^ hooks, bell. 1994. Teaching to Transgress: Education as the Practice of Freedom. New York: Routledge. http://www.worldcat.org/title/teaching-to-transgress-education-as-the-practice-of-freedom/oclc/30668295.
^ Smith, Lauren. 2013. “Towards a Model of Critical Information Literacy Instruction for the Development of Political Agency.” Journal of Information Literacy 7 (2): 15–32. doi:http://dx.doi.org/10.11645/7.2.1809.
^ Accardi, Maria T. 2013. Feminist Pedagogy for Library Instruction. Sacramento, CA: Library Juice Press.
^ Spivak, G. C. (2012). Outside in the teaching machine. Routledge.
^ Gregory, Lua, and Shana Higgins, eds. 2013. Information Literacy and Social Justice: Radical Professional Praxis. Sacramento, CA: Library Juice Press.
^ Elmborg, James (2012). "Critical Information Literacy: Definitions and Challenges". In Wilkinson, Carroll Wetzel; Bruch, Courtney (eds.). Transforming Information Literacy Programs: Intersecting Frontiers of Self, Library Culture, and Campus Community. Chicago: Association of College and Research Libraries. p. 79. ISBN 9780838986035.
^
*For the criticism of information as neutral and unchanging and the argument for the influence of socio-economic forces, see Gregory & Higgins 2013 p. 4.
- For information as variant in different fields and contexts, see Luke, Allan; Kapitzke, Cushla (1999). "Literacies and Libraries: Archives and Cybraries". Curriculum Studies. 7 (3): 473.
- For criticism of information as external to learners and subject to beliefs and experiences, see Swanson, Troy A. (2010). "Information is Personal: Critical Information Literacy and Personal Epistemology". In Accardi, Maria T.; Drabinski, Emily; Kumbier, Alana (eds.). Critical Library Instruction: Theories and Methods. Sacramento, CA: Library Juice Press. pp. 269–270. ISBN 9781936117017.

External links

www.example.com

[1] Elmborg, James. 2006. “Critical Information Literacy: Implications for Instructional Practice.” The Journal of Academic Librarianship 32 (2): 192 – 199. doi:http://dx.doi.org/10.1016/j.acalib.2005.12.004.

[2] Freire, Paulo. 2000. Pedagogy of the Oppressed. New York: Continuum.

[3] Giroux, Henry A. 2002. “Neoliberalism, Corporate Culture and the Promise of Higher Education: The University as a Demographic Public Sphere.” Harvard Educational Review 72 (4): 424–463.

[4] Drabinski, Emily. 2009. “Teaching About Class in the Library.” Radical Teacher 85 (1): 15–16.

[5] s, bell. 1994. Teaching to Transgress: Education as the Practice of Freedom. New York: Routledge. http://www.worldcat.org/title/teaching-to-transgress-education-as-the-practice-of-freedom/oclc/30668295.

[6] Smith, Lauren. 2013. “Towards a Model of Critical Information Literacy Instruction for the Development of Political Agency.” Journal of Information Literacy 7 (2): 15–32. doi:http://dx.doi.org/10.11645/7.2.1809.

[7] Accardi, Maria T. 2013. Feminist Pedagogy for Library Instruction. Sacramento, CA: Library Juice Press.

[8] Spivak, G. C. (2012). Outside in the teaching machine. Routledge.

[9] Gregory, Lua, and Shana Higgins, eds. 2013. Information Literacy and Social Justice: Radical Professional Praxis. Sacramento, CA: Library Juice Press.

[10] Elmborg, James (2012). "Critical Information Literacy: Definitions and Challenges". In Wilkinson, Carroll Wetzel; Bruch, Courtney (eds.). Transforming Information Literacy Programs: Intersecting Frontiers of Self, Library Culture, and Campus Community. Chicago: Association of College and Research Libraries. p. 79. ISBN 9780838986035.

[11] *For the criticism of information as neutral and unchanging and the argument for the influence of socio-economic forces, see Gregory & Higgins 2013 p. 4.
For information as variant in different fields and contexts, see Luke, Allan; Kapitzke, Cushla (1999). "Literacies and Libraries: Archives and Cybraries". Curriculum Studies. 7 (3): 473.

For criticism of information as external to learners and subject to beliefs and experiences, see Swanson, Troy A. (2010). "Information is Personal: Critical Information Literacy and Personal Epistemology". In Accardi, Maria T.; Drabinski, Emily; Kumbier, Alana (eds.). Critical Library Instruction: Theories and Methods. Sacramento, CA: Library Juice Press. pp. 269–270. ISBN 9781936117017.

[12] For information as variant in different fields and contexts, see Luke, Allan; Kapitzke, Cushla (1999). "Literacies and Libraries: Archives and Cybraries". Curriculum Studies. 7 (3): 473.

[13] For criticism of information as external to learners and subject to beliefs and experiences, see Swanson, Troy A. (2010). "Information is Personal: Critical Information Literacy and Personal Epistemology". In Accardi, Maria T.; Drabinski, Emily; Kumbier, Alana (eds.). Critical Library Instruction: Theories and Methods. Sacramento, CA: Library Juice Press. pp. 269–270. ISBN 9781936117017.

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