scholarly journals Introducing Critical Librarianship to Information Professionals: Using Critical Pedagogy and Critical Information Literacy in an LIS Graduate Course

2021 ◽  
Vol 15 (1) ◽  
Author(s):  
Marcia Rapchak ◽  
Keyword(s):  
Critical Pedagogy ◽  
Information Literacy ◽  
Graduate Course ◽  
Critical Information ◽  
Information Professionals

scholarly journals Critical Information Literacy as a Path to Resist “Fake News”: Understanding Disinformation as the Root Problem

2019 ◽  
Vol 3 (1) ◽  
pp. 274-286
Author(s):  
Anna Cristina Brisola ◽  
Andréa Doyle
Keyword(s):  
Critical Pedagogy ◽  
Information Literacy ◽  
Social Role ◽  
Fake News ◽  
Simple Task ◽  
Critical Information ◽  
Socially Constructed ◽  
New Information ◽  
Complex Process ◽  
State Of Vigilance

Abstract This paper proposes to discuss the problem of Fake News, its root problem disinformation and the path to resist it, critical information literacy. It initially distinguishes the concepts of fake news and disinformation through the views of authors as Allcott & Gentzkow (2017), Chomsky (2014), Serrano (2010) and Volkoff (1999). Our perspective considers that none of these phenomena are new or recent, and we do not consider the “combat” of fake news to be a simple task, considering that it involves issues related to the limits of freedom of speech and media censorship. Fake News are understood as intentionally and verifiably false articles created to manipulate people and disinformation as a bigger ensemble of techniques to manipulate public opinion for political gain with perverted (but not only false) information. One way to deal with these matters goes through a more complex process: the development of critical information literacy in the society as a whole. This concept is studied from the work of Downey (2016), Elmborg (2012), Freire (1967;1970) and others. Freire’s critical pedagogy helps the self-construction of subjects aware of their position and their social role, and it is a basic key for the formation of autonomous, critical and responsible individuals. Based on that, critical information literacy is a state of vigilance towards information that enables people to understand that information is socially constructed and to use it to produce new information in a creative and contextualized way. It concludes that critical information literacy is a consistent tool of resistance to Fake News as it allows people not only survive the informational flood but mainly to build a more ethical society in the use of information.

scholarly journals Critical digital pedagogy and cultural sensitivity in the library classroom: Infographics and digital storytelling

2018 ◽  
Vol 79 (5) ◽  
pp. 228 ◽  
Author(s):  
Myra Waddell ◽  
Elena Clariza
Keyword(s):  
Critical Pedagogy ◽  
Information Literacy ◽  
Cultural Sensitivity ◽  
Teaching And Learning ◽  
Political Action ◽  
Digital Tools ◽  
Academic Librarians ◽  
Power Structures ◽  
Critical Information ◽  
Digital Pedagogy

Academic librarians have a demonstrated interest in digital tools for teaching and learning and often provide support for these tools to their wider campus communities. Additionally, many librarians incorporate these tools into their own teaching in the information literacy classroom. However, little has been written about how digital tools can support critical information literacy and critical pedagogy specifically in library instruction. Eamon Tewell defines critical information literacy as instruction that asks “students to engage with and act upon the power structures underpinning information’s production and dissemination.”1 According to Paulo Freire, critical pedagogy acknowledges that education is a political action that can have an adverse effect on certain students.2 We define critical as self-reflexive and intentionally engaged with power structures.

scholarly journals From critical information literacy to a critical theory of information

2021 ◽  
Vol 30 (1) ◽  
Author(s):  
Arthur Bezerra
Keyword(s):  
Critical Theory ◽  
Critical Pedagogy ◽  
Information Literacy ◽  
Information Science ◽  
Historical Materialism ◽  
Library And Information Science ◽  
Literacy Studies ◽  
Power Structures ◽  
Critical Information ◽  
Theory Of Information

In addition to proposing a reflective and revisionist analysis of information literacy conventions and institutional norms, critical information literacy studies assume a practical commitment to engage in the struggle against the power structures that support the dominant production and dissemination of information, creating obstacles to autonomy and social emancipation. This commitment is based on Paulo Freire's pedagogical perspective of praxis, which has in its (often overlooked) roots the critical fortune of Marxist historical materialism – which, in turn, also underpins the critical theory of the Frankfurt School philosophers. With this epistemological recognition in mind, this article presents a proposal for a critical theory of information conceived from a mediation between critical information literacy studies, critical pedagogy and critical theory, in an attempt to strengthen the theoretical-methodological perspective that guides the pedagogical praxis of such studies in the field of Library and Information Science.

scholarly journals Overcoming Challenges to Critical Information Literacy: Primary Source Analysis as Consciousness-Raising

2018 ◽  
Vol 6 (2) ◽  
pp. 106-112
Author(s):  
Julie M. Porterfield
Keyword(s):  
Gender Roles ◽  
Critical Pedagogy ◽  
Information Literacy ◽  
Primary Source ◽  
Source Analysis ◽  
Practical Implementation ◽  
Critical Information ◽  
Special Collections ◽  
Literacy Tool

Critical information literacy can be described as the application of critical pedagogy, or a theory of learning that endeavors to impact social change, to information literacy. The use of critical pedagogy in information literacy instruction is simultaneously on-trend in theory and also criticized for the obstacles to its practical implementation. Due to historic collecting practices in archives and special collections libraries, teaching with archival collections presents an advantageous way to integrate critical information literacy. This case study describes the use of primary source analysis as a critical information literacy tool in a one-shot instruction session for a cross-listed communications and women’s studies course, focusing on gender roles and communication.

Critical Pedagogy In Libraries: A Unified Approach

2017 ◽  
Vol 1 (1) ◽  
Author(s):  
Melissa M. Gustafson
Keyword(s):  
Critical Pedagogy ◽  
Information Literacy ◽  
Literacy Instruction ◽  
Information Science ◽  
Academic Publishing ◽  
Unified Approach ◽  
Information Literacy Instruction ◽  
Scholarly Communications ◽  
Paolo Friere ◽  
Foundational Work

Critical pedagogy originated in the social sciences during the mid-twentieth century with the foundational work of Paolo Friere. More recently in information science, James Elmborg and others have framed critical pedagogy through the lens of information literacy instruction. As a whole the philosophy is one which considers economic, political, and societal systems which influence the entire information life cycle from creation to consumption. Central to the adoption was the incorporation of learners as equals with valid and highly individualized experiences in academic discourse. Beyond information literacy instruction, critical pedagogy has the potential to also benefit and define the librarian's outreach and support role for the scholarly communications process. Scholarly communications encompasses both traditional academic publishing models (peer reviewed journals, conference presentations, etc.) and nontraditional channels (social media, open access, etc.) and is concerned with the information lifecycle as it relates to teaching research and scholarly work. In consideration of scholarly communications processes, issues of critical pedagogy including external market forces, privilege of information, systems of access, and consumption all play a defining role. A move to a more unified approach of critical pedagogy in libraries would highlight crucial issues of information literacy and scholarly communications while simultaneously augmenting the library's role across campus. The evolution of critical pedagogy in libraries is briefly discussed. Current scholarly communications practices in academic libraries as seen through the literature and by examining U.S. library websites is also reviewed. The author makes suggestions for meaningful inclusion of critical pedagogy in libraries through a unified approach to scholarly communications and information literacy programs.

Pensamento reflexivo e gosto informacional: disposições para competência crítica em informação

2017 ◽  
Vol 12 (2) ◽  
Author(s):  
Arthur Coelho Bezerra ◽  
Marco Schneider ◽  
Anna Brisola
Keyword(s):  
Information Literacy ◽  
Paulo Freire ◽  
Critical Information

A magnitude das informações circulantes nas sociedades contemporâneas faz com que seja cada vez mais urgente a aquisição de ferramentas necessárias para a absorção, avaliação e utilização dessas informações pelos indivíduos. Defenderemos, no presente artigo, que esse caminho passa pelo pensamento reflexivo e pelo gosto informacional, disposições que se apresentam como contribuições essenciais para o desenvolvimento de uma competência crítica em informação. Para tanto, recorreremos tanto às pesquisas de cientistas da informação sobre a chamada critical information literacy quanto à proposta pedagógica de Paulo Freire para o desenvolvimento do pensamento crítico, incorporando, também, apontamentos de filósofos e outros pensadores que dissertaram a respeito do gosto pelo conhecimento.Palavras-chave: Competência em informação. Competência crítica em informação. Pensamento reflexivo. Gosto. Paulo Freire.Link:http://www.ies.ufpb.br/ojs2/index.php/ies/article/view/31114

Examining digital information literacy as a determinant of women's online shopping behavior

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Munazza Mahmood ◽  
Syeda Hina Batool ◽  
Muhammad Rafiq ◽  
Muhammad Safdar
Keyword(s):  
Information Literacy ◽  
Online Shopping ◽  
Literacy Skills ◽  
Shopping Behavior ◽  
Digital Information ◽  
Content Type ◽  
Information Literacy Skills ◽  
Information Professionals ◽  
Online Shopping Behavior

PurposeThe present study aims to examine the current digital information literacy (DIL) skills of female online shoppers in Lahore city of Pakistan. Data were gathered from a purposive sampling of women, aged between 20–50 years who were buying products online, not from the traditional retail stores. Out of 309 received questionnaires, 269 responses were useable and were utilized for data analysis. Descriptive and inferential statistics were used to deduce inferences.Design/methodology/approachQuantitative research approach was employed for this study, and a survey was conducted to collect the data from the study's respondents. For data analysis, descriptive and inferential statistics were used.FindingsResults revealed that the digital information literacy skills of women were good to a moderate level. However, they were not confident in applying advanced searching options. In accordance with what was hypothesized in a directional hypothesis, DIL was found to be a strong predictor of online shopping behavior of women, consequently highlighting the importance of such competencies in modern life. Other findings illustrate that participating women rarely engaged in online shopping and felt hesitation in using credit/debit card for online transactions.Research limitations/implicationsThese observations highlight the important role of information professionals in creating digital literacy among different population groups, specifically women, by planning digital information instruction through courses, workshops and trainings. This could eventually be possible with the dynamic role of librarians or information professionals in the society.Originality/valueThe present study adopts the unique approach of measuring online shopping behavior of female shoppers in connection with their digital information literacy skills.

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