“Do as I say, not as I do…”

Q2 Social Sciences Journal of Information Literacy Pub Date : 2024-06-02 DOI:10.11645/18.1.566
Silvia Vong
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Abstract

It is important to align what we teach with how we teach information literacy (IL), otherwise we may inadvertently engage with what Hipple et al. (2021) identify as the pedagogy of hypocrisy through neoliberal pressure in higher education. This occurs when there is a misalignment between the values and principles behind what we teach and the pedagogical approaches we take when teaching. For example, when teaching IL concepts that intend to engage with social justice themes around access privilege and information, the pedagogy of hypocrisy can occur when we simply demonstrate how to access library resources on the library’s website, without engaging in critical conversations about systems that contribute to inequities in access within society. To counter this, Hipple et al. (2021) suggest that those who teach must critically reflect on who they teach for, examine how they use and activate (or co-opt) social justice language, and name dominant and oppressive structures. This paper builds on Hipple's argument to suggest ways of recognising the pedagogy of hypocrisy within IL practices, and argues that this recognition is key to countering hegemonic ideologies within LIS teaching.
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"照我说的做,而不是照我做的做......"
将我们的教学内容与我们教授信息素养(IL)的方式结合起来是非常重要的,否则我们可能会在不经意间参与到希普尔等人(Hipple et al. 2021)所指出的高等教育新自由主义压力下的虚伪教学法中。当我们所教内容背后的价值观和原则与我们在教学时所采取的教学方法不一致时,就会出现这种情况。例如,在讲授 IL 概念时,如果我们只是简单地演示如何在图书馆网站上获取图书馆资源,而不对造成社会中获取信息不平等的制度进行批判性对话,就会出现虚伪的教学方法。为了应对这种情况,希普尔等人(Hipple et al. 2021)建议,教学者必须批判性地反思他们的教学对象,检查他们如何使用和激活(或共同采用)社会正义语言,并指出占主导地位和压迫性的结构。本文以希普尔的论点为基础,提出了在国际语言教学实践中认识虚伪教学法的方法,并认为这种认识是在国际语言教学中对抗霸权意识形态的关键。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
Journal of Information Literacy
Journal of Information Literacy Social Sciences-Library and Information Sciences
CiteScore
1.40
自引率
0.00%
发文量
18
审稿时长
24 weeks
期刊介绍: JIL is an international, peer-reviewed journal that aims to investigate information literacy in all its forms to address the interests of diverse IL communities of practice. To this end it publishes articles from both established and new authors in this field. JIL welcomes contributions that push the boundaries of IL beyond the educational setting and examine this phenomenon as a continuum between those involved in its development and delivery and those benefiting from its provision. This journal provides immediate open access to its content on the principle that making research freely available to the public supports a greater global exchange of knowledge. The journal is published under the Gold Open Access model, because the CILIP Information Literacy Group believes that knowledge should be shared. It is therefore free and requires no subscription. In addition authors are not required to pay a fee to be published in JIL. The Journal of Information Literacy is published twice a year. Additional, special themed issues are also possible and the editor welcomes suggestions. JIL has an acceptance rate of 44% for articles submitted to the journal.
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