scholarly journals Critical archives for decolonial literacies

2021 ◽  
Vol 30 (1) ◽  
Author(s):  
Pedro Diaz
Keyword(s):  
Critical Literacy ◽  
Information Science ◽  
Social Memory ◽  
Meaning Making ◽  
Common Knowledge ◽  
Cultural Knowledge ◽  
Racial Relations ◽  
Critical Literacies ◽  
And Performance ◽  
Ethical Critique

This article relates to the information ethical critique of archives in the decolonial debate for social memory appropriation and cultural knowledge production. The decolonial approach is presented as a critical literacy emergent tendency that searches for evidencing conflicts in the formation of archives, collections and common knowledge in its power relations of historic social constructions. Decolonial theory have been unfolding in many areas and bringing diverse questionings focusing on the plurality of knowledge and ethical preservation, especially on ethno-racial relations. This article tries to broad the field of information science production pointing to a fictional problematic frontier of meaning making, dispute and collective reality. Looking for support on a psychoanalysis approach to cultural trauma, Lacan's symbolic contribution helps to evidence perspectives on ways of reporting and constituting social conflict with development of archival devices, communication contends and social memory. The biographical and performance artistic aspects presented, complements decolonial perspectives in what is referred to as “neo-documentalism”, in the field of Information Science, as a poetic character intrinsic in critical literacies of information. Abstrato (pt): Relaciona a crítica dos arquivos no debate decolonial pela apropriação social da informação e produção cultural do conhecimento. A abordagem decolonial se apresenta como um letramento crítico evidenciando conflitos na formação dos arquivos, acervos e do conhecimento comum em suas relações de poder e construção histórica social. As abordagens da psicanálise de Lacan para o trauma cultural ajudam a apoiar perspectivas sobre as formas de relatar e constituir conflitos sociais com o desenvolvimento de dispositivos e conteúdos simbólicos arquivísticos. Os aspectos biográficos e performáticos apresentados complementam a perspectiva decolonial no que se denomina “neodocumentalismo”, no campo da Ciência da Informação, como caráter artístico intrínseco aos letramentos críticos da informação.

scholarly journals Microaggressions as a Barrier to Effective Collaboration Between Teaching Faculty and Academic Librarians: An Analysis of the Results of a US and Canadian Survey

2018 ◽  
Vol 2 (3) ◽  
Author(s):  
Ahmed Alwan ◽  
Joy Doan ◽  
Eric Garcia
Keyword(s):  
Student Success ◽  
Information Literacy ◽  
Quantitative Data ◽  
Information Science ◽  
Academic Librarians ◽  
Library And Information Science ◽  
Working Relationships ◽  
Teaching Faculty ◽  
Effective Collaboration ◽  
And Performance

Facilitating effective collaboration with teaching faculty (TF) for the purposes of student success and performance is often a priority for academic librarians (AL). The topic of effective partnerships between these two groups has received a great deal of scholarly attention within the field of library and information science (LIS). However, in practice, harmonious working relationships can be difficult to establish and maintain. This is in part due to the lack of understanding of the role and status of AL by TF. The existing divide between these parties has led to discourse and dismissive actions on the part of TF that may be perceived by some AL as microaggressive. While some work has been done on microaggressions in higher education, little quantitative data exists on status-based microaggressions by TF towards AL and its effect on collaboration in the context of information literacy (IL). In early 2016, the researchers surveyed U.S. and Canadian AL in order to collect data on perceived status-based microaggressive experiences. Analysis of the data indicates that status-based microaggressions, although not ubiquitous, do exist. Moreover, the data indicates that some librarians may experience more frequent instances of status-based microaggressions based on self-reported demographic characteristics.

Beyond Anne Frank

2019 ◽  
pp. 69-92
Author(s):  
Ritu Radhakrishnan
Keyword(s):  
Critical Literacy ◽  
Social Action ◽  
Integrated Curriculum ◽  
Meaning Making ◽  
Dance Music ◽  
Multiple Modalities ◽  
Meaningful Experiences ◽  
Anne Frank

This chapter addresses the ways in which aesthetic practices provide educators at all levels and across disciplines with practical tools for enhancing critical literacy in pursuit of responsible citizenship. Engaging with aesthetics allows students to create meaning-making experiences and explore their own thinking about a topic and provides students with an opportunity to create meaningful experiences to address social action. Sharing of these processes and creations is often less polarizing than dialogues or debates and allows for inclusion of students with multiple modalities and talents. This curricular approach is more than simply creating an arts-integrated curriculum. Students should be creating, critiquing, and engaging with various forms of aesthetics (e.g. visual, drama, dance, music, etc.).

Valuing studies in higher education: Symbolic means and strategies of students negotiating their position in the library and information science field

2018 ◽  
Vol 52 (1) ◽  
pp. 306-314
Author(s):  
Valentini Moniarou-Papaconstantinou
Keyword(s):  
Higher Education ◽  
Information Science ◽  
Meaning Making ◽  
Hierarchical Classification ◽  
Library And Information Science ◽  
Structured Interviews ◽  
Science Field ◽  
Academic Knowledge ◽  
The Social ◽  
Knowledge Content

The library and information science field attempts to legitimize its position in higher education, in a ‘culture of uncertainty’, where boundaries are fluid. The position of LIS in the hierarchical classification of academic subjects is influenced by the changes in both the field of higher education and in the information environment, creating expectations for the emergence of new fields of study, research and professional practices. The purpose of this paper is to examine how LIS students position themselves in their field of study and the resources they use in processes of meaning-making. Data were obtained through semi-structured interviews with students from the three LIS departments operating in Greece at the undergraduate level. The results showed that the academic knowledge content of the object, the assignment of scientific characteristics to it, the signifier of the book, the form of professional practice and, above all, technology are the most prominent resources among those that most young people utilized in their effort to negotiate the symbolic class (i.e. the dominant cultural categories which give meaning to the social world).

Convergences and alignments between translanguaging and critical literacies work in bilingual classrooms

2019 ◽  
Vol 5 (1) ◽  
pp. 67-85 ◽  
Author(s):  
Sunny Man Chu Lau
Keyword(s):  
Critical Literacy ◽  
Bilingual Students ◽  
Literacy Events ◽  
Emergent Bilingual ◽  
Transformative Potential ◽  
Dynamic View ◽  
Critical Literacies ◽  
Central Tenet ◽  
Bilingual Learning ◽  
Emergent Bilingual Students

Abstract Translanguaging pedagogy, stemming from a dynamic view of bilingualism, aims to creatively mobilize students’ plural communicative repertoires for meaningful learning and destabilize hegemonic discourses about minoritized students and languages. It espouses in itself a criticality that raises awareness of the inequitable and arbitrary nature of language hierarchy, separation and marginalization for social justice purposes, a central tenet shared with critical literacy (CL) education. This paper explores the convergences and alignments between translanguaging pedagogy and CL and the affordances for critical bilingual learning when employed together. To examine the synergies between translanguaging and CL, I use Janks’ (2010) synthesis CL model to tease out their interconnections as well as their transformative potential when used jointly in bilingual classrooms. Elaborating on key literacy events from a CL project with emergent bilingual students, this paper illustrates how translanguaging opens up spaces for rigorous language and CL engagement.

scholarly journals Artists as catalysts: the ethical and political possibilities of teaching artists in literacy classrooms

2020 ◽  
Vol 19 (4) ◽  
pp. 447-462
Author(s):  
Anne Crampton ◽  
Cynthia Lewis
Keyword(s):  
Critical Literacy ◽  
English Language ◽  
Meaning Making ◽  
Human Subjects ◽  
Literacy Learning ◽  
Teaching Artists ◽  
Content Type ◽  
Critical Scholarship ◽  
English Classroom ◽  
Language Arts Classrooms

Purpose This study aims to discuss the ethical and political possibilities offered by the presence of teaching artists (TAs) and visual artwork in racially and culturally diverse high school literacy (English Language Arts) classrooms. Design/methodology/approach This study explores episodes from two separate ethnographic studies that were conducted in one teacher’s critical literacy classroom across a span of several years. This study uses a transliteracies approach (Stornaiulo et al., 2017) to think about “meaning-making at the intersection of human subjects and materials” (Kontovourki et al., 2019); the study also draws on critical scholarship on art and making (Ngo et al., 2017; Vossoughi et al., 2016). The TA, along with the materials and processes of artmaking, decentered the teacher and literacy itself, inviting in new social realities. Findings TAs’ collective interpretation of existing artwork and construction of new works made visible how both human and nonhuman bodies co-produced “new ways of feeling and being with others” (Zembylas, 2017, p. 402). This study views these artists as catalysts capable of provoking, or productively disrupting, the everyday practices of classrooms. Social implications Both studies demonstrated new ways of feeling, being and thinking about difference, bringing to the forefront momentary possibilities and impossibilities of complex human and nonhuman intra-actions. The provocations flowing from the visual artwork and the dialogue swirling around the work presented opportunities for emergent and unexpected experiences of literacy learning. Originality/value This work is valuable in exploring the boundaries of literacy learning with the serious inclusion of visual art in an English classroom. When the TAs guided both interpretation and production of artwork, they affected and were affected by the becoming happening in the classroom. This study suggests how teaching bodies, students and artwork pushed the transformative potential of everyday school settings.

scholarly journals The search-ification of everyday life and the mundane-ification of search

2017 ◽  
Vol 73 (2) ◽  
pp. 224-243 ◽  
Author(s):  
Olof Sundin ◽  
Jutta Haider ◽  
Cecilia Andersson ◽  
Hanna Carlsson ◽  
Sara Kjellberg
Keyword(s):  
Everyday Life ◽  
Design Methodology ◽  
Information Science ◽  
Meaning Making ◽  
Group Discussions ◽  
Online Searching ◽  
Content Type ◽  
Starting Point ◽  
The Relationship

Purpose The purpose of this paper is to understand how meaning is assigned to online searching by viewing it as a mundane, yet often invisible, activity of everyday life and an integrated part of various social practices. Design/methodology/approach Searching is investigated with a sociomaterial approach with a starting point in information searching as entangled across practices and material arrangements and as a mundane part of everyday life. In total, 21 focus groups with 127 participants have been carried out. The study focusses particularly on peoples’ experiences and meaning-making and on how these experiences and the making of meaning could be understood in the light of algorithmic shaping. Findings An often-invisible activity such as searching is made visible with the help of focus group discussions. An understanding of the relationship between searching and everyday life through two interrelated narratives is proposed: a search-ification of everyday life and a mundane-ification of search. Originality/value The study broadens the often narrow focus on searching in order to open up for a research-based discussion in information science on the role of online searching in society and everyday life.

scholarly journals The five resources of critical digital literacy: a framework for curriculum integration

2014 ◽  
Vol 21 ◽  
Author(s):  
Juliet Hinrichsen ◽  
Antony Coombs
Keyword(s):  
Curriculum Development ◽  
Critical Literacy ◽  
Digital Literacy ◽  
Meaning Making ◽  
Academic Development ◽  
Learning Technology ◽  
Digital Environment ◽  
Critical Perspective ◽  
Literacy Curriculum ◽  
Perspective Drawing

This article sets out a framework for a critical digital literacy curriculum derived from the four resources, or reader roles, model of critical literacy developed by Luke and Freebody (1990). We suggest that specific problematics in academic engagement with and curriculum development for digital literacy have occurred through an overly technocratic and acritical framing and that this situation calls for a critical perspective, drawing on theories and pedagogies from critical literacy and media education. The article explores the consonance and dissonance between the forms, scope and requirements of traditional print/media and the current digital environment, emphasising the knowledge and operational dimensions that inform literacy in digital contexts. It offers a re-interpretation of the four resources framed as critical digital literacy (Decoding, Meaning Making, Using and Analysing) and elaborates the model further with a fifth resource (Persona). The article concludes by identifying implications for institutional practice.Keywords: curriculum development; academic development; digital identity(Published: 31 January 2014)Citation: Research in Learning Technology 2014, 21: 21334 - http://dx.doi.org/10.3402/rlt.v21.21334

On the 10-year anniversary of the Barrydale Giant Puppet Parade South Africa: A conversation between parade creative directors Aja Marneweck and Sudonia Kouter

2020 ◽  
Vol 8 (1) ◽  
pp. 31-44 ◽  
Author(s):  
Aja Marneweck
Keyword(s):  
South Africa ◽  
Large Scale ◽  
Meaning Making ◽  
Western Cape ◽  
Original Performance ◽  
Non Profit ◽  
Rural Town ◽  
Puppet Theatre ◽  
And Performance ◽  
The University

2020 marks the tenth anniversary of the Barrydale Giant Puppet Parade, a large-scale, experimental annual public puppetry event and performance in a small rural town in the Klein Karoo of South Africa. This multifaceted, collaborative puppet theatre-making process, which results annually in the creation of a parade and large-scale original performance, is co-organized by Net Vir Pret (a children’s school aftercare non-profit organisation based in the town of Barrydale) and the Laboratory of Kinetic Objects (LoKO) at the Centre for Humanities Research at the University of the Western Cape (CHR@UWC). The following conversation between the author (a Theatre Research Fellow at the CHR@UWC and creative director of the parade since 2014) and Sudonia Kouter (the Net vir Pret Aftercare manager and a key artistic contributor in the parade creative and directing teams) explores some of the experiences of meaning-making that arise in such a multi-layered and ambitious project.

CRITICAL LITERACIES AND LANGUAGE EDUCATION: GLOBAL AND LOCAL PERSPECTIVES

2005 ◽  
Vol 25 ◽  
pp. 151-169 ◽  
Author(s):  
Brian Morgan ◽  
Vaidehi Ramanathan
Keyword(s):  
Critical Literacy ◽  
Final Section ◽  
Language Education ◽  
English For Academic Purposes ◽  
Critical Literacies ◽  
Group Identities ◽  
Critical Turn ◽  
Ideological Tensions ◽  
Global And Local ◽  
Local Perspectives

Increasingly aware of the “critical” turn in our disciplines, we offer a partial survey of scholarship in two key realms—English for academic purposes (EAP) and globalization—where the term “critical literacy” has particular relevance. We begin by addressing some key concepts and ideological tensions latent beneath the term “critical.” We then address the pedagogical priorities that arise from this conceptualization, in particular, the use of texts to distance individual and group identities from powerful discourses. Next, we review studies that demonstrate how different teachers and researchers have engaged in unraveling and cross-questioning the rhetorical influences of various texts types, including multimodal ones. In the final section, we discuss the intertwined processes of homogenization and diversification arising from the economic, cultural, and political strains of globalization with particular emphasis on their implications for critical literacies and language education.

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