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 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.

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.

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.

scholarly journals First-generation students’ information literacy in everyday contexts

2019 ◽  
Vol 13 (2) ◽  
pp. 73
Author(s):  
Darren Ilett
Keyword(s):  
Higher Education ◽  
Information Literacy ◽  
First Generation ◽  
Information Science ◽  
Funds Of Knowledge ◽  
Library And Information Science ◽  
Deficit Thinking ◽  
First Generation Students ◽  
Research Papers ◽  
The Us

Historically, much of the Library and Information Science (LIS) literature on first-generation students (FGS) framed them using deficit thinking, emphasising what they lacked to be successful in higher education. In contrast, recent scholarship has turned to asset-based pedagogies, shifting the focus onto the strengths that FGS bring to college. Further, LIS research on FGS has examined how students engage with information solely in academic contexts, such as completing research papers or navigating higher education procedures. The current study contributes to the discussion of asset-based pedagogies by using a funds of knowledge approach to explore the ways in which FGS at a mid-sized university in the US engage with information, and it expands the scope of inquiry to several everyday contexts, including students’ households, workplaces, and communities. The findings reveal a variety of funds of knowledge concerning participants’ information literacy (IL) and lay the foundation for IL instruction that meets FGS where they are, thus serving them more equitably.

scholarly journals Information Literacy Competencies: A Conceptual Analysis

2018 ◽  
Author(s):  
Chinwe Veronica Anunobi ◽  
Obiora Kingsley Udem
Keyword(s):  
Information Literacy ◽  
Conceptual Analysis ◽  
Information Science ◽  
Literacy Skills ◽  
Library And Information Science ◽  
Exploratory Approach ◽  
Information Literacy Skills ◽  
Knowledge And Attitude ◽  
Information Competency ◽  
Information Literacy Competencies

Purpose: This paper reviewed literature as they relate to Information Literacy Competency. The review is necessary so as to guide students as well as scholars of Library and Information Science who may want to be exposed to the concepts and elements of Information Literacy.Design/Methodology: The exploratory approach was used for this study; first a conceptual framework was examined so as to identify the components of Information Literacy Competency which is combination of Knowledge, Skills and Attitude. This was followed by review of elements of three models of Information Literacy as well as review of views of scholars on Information Literacy Competencies. Finally position was taken on Information Literacy Competency.Findings: The paper found out that the term Information Literacy Competency and Information Literacy skills though often used interchangeably are not the same. Information literacy competency is a combination of knowledge, skills and attitudes towards recognizing when and why information is needed, where to find it, how to evaluate, manage and apply it, synthesize, use and communicate it ethically and legally. On the other hand, skill is a component of competency which includes other components (knowledge and attitude).Originality/Value: The value of this paper lies in its identification and discussion on review of the views and position on the concepts of information competency and literacy. It also brings together scholars and schools of thought ideology on information literacy competency which is expected to aid those in quest for knowledge.

scholarly journals Towards a critical theory of information

2009 ◽  
Vol 7 (2) ◽  
pp. 243-292
Author(s):  
Christian Fuchs
Keyword(s):  
Information Theory ◽  
Critical Theory ◽  
Critical Information ◽  
Internet Economy ◽  
Theory Of Information ◽  
And Control ◽  
Relationship Of ◽  
The Relationship ◽  
Nancy Fraser ◽  
Class Play

Critical information theory is an endeavour that focuses ontologically on the analysis of information in the context of domination, asymmetrical power relations, exploitation, oppression, and control by employing epistemologically all theoretical and/or empirical means necessary for doing so in order to contribute at the praxeological level to the establishment of a participatory, co-operative society. Three foundational aspects of a critical theory of information are discussed in this paper: the relation of immanence and transcendence, the relation of base and superstructure, and ideology critique.The logical figure of immanent transcendence is based on the dialectic of essence and existence and poses a viable counterpart to positivistic and postmodern definitions of critique. As an example for the logic of immanent transcendence to critical information theory, a contradiction of the Internet economy is discussed.The debate on redistribution and recognition between critical theorists Nancy Fraser and Axel Honneth gives the opportunity to renew the discussion of the relationship of base and superstructure in critical social theory. Critical information theory needs to be aware of economic, political, and cultural demands that it needs to make in struggles for ending domination and oppression, and of the unifying role that the economy and class play in these demands and struggles. Objective and subjective information concepts are based on the underlying worldview of reification. Reification endangers human existence. Information as process and relation enables political and ethical alternatives that have radical implications for society.

scholarly journals New Understandings of Current Information Literacy Instruction Practices: Informing our Scholarship and our Teaching

2018 ◽  
Author(s):  
Heidi Julien ◽  
Don Latham ◽  
Melissa Gross
Keyword(s):  
Information Literacy ◽  
Academic Libraries ◽  
Literacy Instruction ◽  
Information Science ◽  
Recent Survey ◽  
Academic Librarians ◽  
Library And Information Science ◽  
Current Information ◽  
Research Questions ◽  
Teaching Responsibilities

This paper examines the implications of findings from a recent survey of academic librarians with teaching responsibilities in U.S. academic libraries, for what they can suggest to library and information science scholars in terms of research questions, and for how they can inform our preparation of future librarians.

scholarly journals COLLABORATIVE LEARNING

2017 ◽  
Author(s):  
Athiatul Haqqi
Keyword(s):  
Collaborative Learning ◽  
Information Literacy ◽  
Learning Process ◽  
Information Science ◽  
Teaching Method ◽  
Process Condition ◽  
Library Science ◽  
Library And Information Science ◽  
Systems Model ◽  
Student Information

This article aims to know about the learning process on majors lecture at library and Information science departement. This Research focussed on applying systems model the colaborative learning in the development of ability of students�s information literacy for student of library and information science departement of the Adab and Humaniora Faculty of the state Islamic University of SulthanThaha Saifuddin Jambi. The result of this research showed that the learning process condition of students of the fifth semester (A/B/C) of 2016/2017 academic was good even to lower category. The describt of learning result for the student�s ibrary and information science of the fifth (A/B/C) on 2016 / 2017 academic for six lectures were goodness have visible with the value estimation obtained by B or B+ predicate or 7 - 7,99 predicate. The factors that influenced lecturer in learning process to the students of the fifth semester ( A/B/C) of Majors of Library Science are; teaching method of lecturer, support of literatures; and the systems of teaching planning for lecturer. The collaborative learning model what expected in the improving efforts of the student information literacy are; Engagement, Exploration, Transformation, Presentation, and Reflection.

scholarly journals Health Information behaviour during COVID-19 outbreak among Egyptian library and information science undergraduate students

2020 ◽  
pp. 026666692097618
Author(s):  
Ahmed Shehata
Keyword(s):  
Health Information ◽  
Undergraduate Students ◽  
Information Literacy ◽  
Information Science ◽  
Literacy Skills ◽  
The Internet ◽  
Library And Information Science ◽  
Information Behaviour ◽  
Study Results ◽  
Information Literacy Skills

Health information shared on the Internet has the potential to improve people’s quality of life. However, the level of health information literacy and informational skills determines the individuals’ ability to obtain credible health information useful for them. This study investigates the Egyptian LIS undergraduates’ health information behaviour during the COVID-19 pandemic. The study has adopted a quantitative approach using a questionnaire to explore library and information science undergraduates’ health information behaviour. A sample of 161 students answered a questionnaire. The data were analysed using SPSS software. The study results show that official health websites, social media, and family and friends are the primary sources for health information for the participants. The findings also revealed that the sample has adequate health information skills, though many of the participants still need to raise their information literacy skills. Information credibility and personal beliefs were found to affect the participants’ decision to share health information on the Internet. One of the limitations of the study is that the sample selected in this study was LIS students who are trained to find reliable information as part of their education. Findings may be different for the “average” student. Furthermore, the questionnaire was distributed in one university, which means that the results cannot be generalised in other LIS departments using different courses. Therefore, more studies need to be conducted in other LIS departments with different course plans as they may produce different results. This study explores the health information behaviour of LIS undergraduates during the COVID-19 pandemic. The current study results may help develop the course plan in many LIS departments in Egypt and the Middle East, which would help improve the students’ health information literacy.

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