Critical race digital literacy rubric for assessing mis/disinformation literacy instruction lesson plans

Abstract

While librarians have been at the forefront of the fight against fake news, misinformation, and disinformation, offering invaluable guidance and tools through information literacy instruction, there is a noteworthy gap in the adoption of pedagogical approaches rooted in critical theory within mis/disinformation literacy lesson plans. This suggests there may not be well-defined or standardized frameworks for incorporating these theories into library instruction. The enclosed article explores Critical Race Digital Literacy (CRDL) as a pedagogical approach to mis/disinformation literacy education by proposing a rubric for assessing mis/disinformation lesson plans. The rubric is grounded in the principles of critical race theory, emphasizing the importance of addressing power dynamics, ideology, and systemic white supremacy in the digital landscape. Through the application of the CRDL rubric instructors are able to employ critically reflexive teaching and engage in continual self-assessment, fostering a culture of pedagogical deconstruction and reflection that shifts the focus from scoring to meaningful reflection and growth. The CRDL rubric has the potential to be used as a tool for transformative praxis, empowering librarians to navigate, question, and reshape the narrative within the ever-evolving landscape of information literacy.