Librarians have long been at the forefront of information literacy (IL), helping to develop and codify definitions and standards and advocating for its importance across situations and domains. The explosion of attention to mis- and disinformation in recent years has highlighted the need for these skills and competencies. At the same time, critics have raised and lamented the focus on processes and tasks over critical thinking and questioned the efficacy of IL instructional programs. The current landscape of IL seems to be defined by a continuous evolution of the concept, along with calls for more interdisciplinary research and attention to the psychological and neuroscience aspects of information evaluation.
{"title":"Information literacy now","authors":"Laura Saunders","doi":"10.11645/18.1.560","DOIUrl":"https://doi.org/10.11645/18.1.560","url":null,"abstract":"Librarians have long been at the forefront of information literacy (IL), helping to develop and codify definitions and standards and advocating for its importance across situations and domains. The explosion of attention to mis- and disinformation in recent years has highlighted the need for these skills and competencies. At the same time, critics have raised and lamented the focus on processes and tasks over critical thinking and questioned the efficacy of IL instructional programs. The current landscape of IL seems to be defined by a continuous evolution of the concept, along with calls for more interdisciplinary research and attention to the psychological and neuroscience aspects of information evaluation.","PeriodicalId":38111,"journal":{"name":"Journal of Information Literacy","volume":"16 23","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141272828","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This short think-piece describes my journey of discovery through the information landscape (from 2004 to present) and the development of a theory of information discernment which unpacks one aspect of information literacy (IL)—that of the cognitive, metacognitive, affective and physiological states that shape how people make judgements about the information they encounter. Tracing my own path through developments in the field in recent decades sheds light both on wider changes and on shifts in my personal understanding of IL, from an initial perception of it as a relatively simple and obvious phenomenon to my current understanding of IL as something much more complex and contested.
{"title":"Investigating information literacy","authors":"Geoff Walton","doi":"10.11645/18.1.589","DOIUrl":"https://doi.org/10.11645/18.1.589","url":null,"abstract":"This short think-piece describes my journey of discovery through the information landscape (from 2004 to present) and the development of a theory of information discernment which unpacks one aspect of information literacy (IL)—that of the cognitive, metacognitive, affective and physiological states that shape how people make judgements about the information they encounter. Tracing my own path through developments in the field in recent decades sheds light both on wider changes and on shifts in my personal understanding of IL, from an initial perception of it as a relatively simple and obvious phenomenon to my current understanding of IL as something much more complex and contested. ","PeriodicalId":38111,"journal":{"name":"Journal of Information Literacy","volume":"6 7","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141273534","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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.
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。
{"title":"“Do as I say, not as I do…”","authors":"Silvia Vong","doi":"10.11645/18.1.566","DOIUrl":"https://doi.org/10.11645/18.1.566","url":null,"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.","PeriodicalId":38111,"journal":{"name":"Journal of Information Literacy","volume":"15 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141273663","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
LILAC 2024 was hosted at Leeds Beckett University in March 2024. This conference report explores the key themes of compassion and authenticity for ourselves and for our learners, and shares the positive and pragmatic approaches presented during the event. These themes were realised through a range of sessions on topics including: artificial intelligence and critical AI literacy; playfulness, creativity and visual approaches to induction; and inclusive design in our teaching and our libraries. The pragmatic and innovative examples shared at LILAC, within a spirit of compassion and inclusiveness, encourage us to recontextualise existing IL skills and literacies for our learners, which have never been more important.
{"title":"LILAC 2024","authors":"Sarah Purcell, Thomas Mandall","doi":"10.11645/18.1.613","DOIUrl":"https://doi.org/10.11645/18.1.613","url":null,"abstract":"LILAC 2024 was hosted at Leeds Beckett University in March 2024. This conference report explores the key themes of compassion and authenticity for ourselves and for our learners, and shares the positive and pragmatic approaches presented during the event. These themes were realised through a range of sessions on topics including: artificial intelligence and critical AI literacy; playfulness, creativity and visual approaches to induction; and inclusive design in our teaching and our libraries. The pragmatic and innovative examples shared at LILAC, within a spirit of compassion and inclusiveness, encourage us to recontextualise existing IL skills and literacies for our learners, which have never been more important. ","PeriodicalId":38111,"journal":{"name":"Journal of Information Literacy","volume":"9 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141273327","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
“Information Literacy is empire,” so goes this piece that reflects on the past and present to consider a future of IL as a learning paradigm and pedagogical framework. In sketching out the temporo-spatial and socio-cultural dimensions and consequences of IL, we critically interrogate its normative and disciplinary aspects while positioning and examining it as a product and project of empire. Following from such a premise, we detour through an exploratory meandering of alternative lenses and paths for IL that engage with and support the information worlds and knowledge systems of marginalised communities that have been subjected to epistemological violence through various interlocking logics of dispossession, domination, commodification, and control. This piece, which is really an invitation that is also a story—a groove, moving off vibrations of theories and concepts from critical library and information studies, decolonial imaginaries, fugitivity, and abolitionist modalities gestures towards a decolonial and liberatory vision of IL that is plural, expansive, speculative, collective, improvisational, and oriented towards the liberation and freedom of all beings.
{"title":"before information literacy","authors":"Nicholae Cline, Jorge R. López-McKnight","doi":"10.11645/18.1.568","DOIUrl":"https://doi.org/10.11645/18.1.568","url":null,"abstract":"“Information Literacy is empire,” so goes this piece that reflects on the past and present to consider a future of IL as a learning paradigm and pedagogical framework. In sketching out the temporo-spatial and socio-cultural dimensions and consequences of IL, we critically interrogate its normative and disciplinary aspects while positioning and examining it as a product and project of empire. Following from such a premise, we detour through an exploratory meandering of alternative lenses and paths for IL that engage with and support the information worlds and knowledge systems of marginalised communities that have been subjected to epistemological violence through various interlocking logics of dispossession, domination, commodification, and control. This piece, which is really an invitation that is also a story—a groove, moving off vibrations of theories and concepts from critical library and information studies, decolonial imaginaries, fugitivity, and abolitionist modalities gestures towards a decolonial and liberatory vision of IL that is plural, expansive, speculative, collective, improvisational, and oriented towards the liberation and freedom of all beings.","PeriodicalId":38111,"journal":{"name":"Journal of Information Literacy","volume":"42 12","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141274047","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This article asks what role does information literacy (IL) play in information environments where information tasks are increasingly being conducted in cooperation with, or delegated to, artificial intelligence (AI) systems. The article discusses recent AI developments and their potential consequences from the perspective of information practices, emphasising the ways increased autonomy and adaptiveness of information systems challenge human agency. The article concludes with a call for future research and action, highlighting the unique position of IL researchers and practitioners in shaping the future with AI.
{"title":"Information literacy after the AI revolution","authors":"Noora Hirvonen","doi":"10.11645/18.1.593","DOIUrl":"https://doi.org/10.11645/18.1.593","url":null,"abstract":"This article asks what role does information literacy (IL) play in information environments where information tasks are increasingly being conducted in cooperation with, or delegated to, artificial intelligence (AI) systems. The article discusses recent AI developments and their potential consequences from the perspective of information practices, emphasising the ways increased autonomy and adaptiveness of information systems challenge human agency. The article concludes with a call for future research and action, highlighting the unique position of IL researchers and practitioners in shaping the future with AI.","PeriodicalId":38111,"journal":{"name":"Journal of Information Literacy","volume":"16 5","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141272845","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
As we mark the 50th anniversary of information literacy it is timely to predict that the future of information (and digital) literacy will involve a creative turn. An epistemological movement towards cooperative inquiries, embracing learner creativity and the inclusion of previously hidden voices is emerging in response to calls to decolonise and liberate our libraries. Library creativity has gained traction through the library makerspace movement. Library makerspaces provide a physical location for co-creation, collaboration and active dialogue in a making environment. Positioning learners from marginalised groups as co-leaders and knowledge creators and attending to power and belonging is vital to the success of this movement.
{"title":"A creative future for information and digital literacy","authors":"Vicky Grant","doi":"10.11645/18.1.577","DOIUrl":"https://doi.org/10.11645/18.1.577","url":null,"abstract":"As we mark the 50th anniversary of information literacy it is timely to predict that the future of information (and digital) literacy will involve a creative turn. An epistemological movement towards cooperative inquiries, embracing learner creativity and the inclusion of previously hidden voices is emerging in response to calls to decolonise and liberate our libraries. Library creativity has gained traction through the library makerspace movement. Library makerspaces provide a physical location for co-creation, collaboration and active dialogue in a making environment. Positioning learners from marginalised groups as co-leaders and knowledge creators and attending to power and belonging is vital to the success of this movement.","PeriodicalId":38111,"journal":{"name":"Journal of Information Literacy","volume":"30 5","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141273402","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This think-piece critically examines (critical) information literacy ((C)IL) and its teleological essence. Despite substantial scholarly inquiry and progress, IL remains invisible and undervalued beyond academia. IL silos and CIL’s embeddedness within critical pedagogy and its focus on epistemological issues hinder its theoretical development, reduce it to an academic abstraction and undermine its salience and emancipatory goals. A multidisciplinary/multidomain approach is needed, leveraging insights from critical (social) theories and engaging with the ontological, to facilitate a novel understanding of IL and transform it into real-life action literacy for positive social change. The paper concludes by interrogating assumptions about (C)IL’s benefits, highlighting potential inadvertent disempowering effects, and issues a call to consider it a dynamic concept that evolves by accounting for sociopolitical realities.
这篇思考文章批判性地审视了（批判性）信息素养（(C)IL）及其目的论本质。尽管学术界进行了大量研究并取得了进展，但信息素养在学术界之外仍不为人所知，其价值也被低估。信息素养的孤立性和信息素养在批判教育学中的嵌入性及其对认识论问题的关注阻碍了信息素养的理论发展，使其沦为学术抽象概念，削弱了其显著性和解放目标。我们需要一种多学科/多领域的方法，利用批判（社会）理论的洞察力和本体论的参与，促进对 IL 的全新理解，并将其转化为现实生活中的行动素养，以促进积极的社会变革。最后，本文对（C）IL 的益处提出了质疑，强调了其可能无意中产生的削弱能力的影响，并呼吁将其视为一个动态的概念，通过考虑社会政治现实而不断发展。
{"title":"Rethinking the teleological essence of information literacy","authors":"Dijana Šobota","doi":"10.11645/18.1.592","DOIUrl":"https://doi.org/10.11645/18.1.592","url":null,"abstract":"This think-piece critically examines (critical) information literacy ((C)IL) and its teleological essence. Despite substantial scholarly inquiry and progress, IL remains invisible and undervalued beyond academia. IL silos and CIL’s embeddedness within critical pedagogy and its focus on epistemological issues hinder its theoretical development, reduce it to an academic abstraction and undermine its salience and emancipatory goals. A multidisciplinary/multidomain approach is needed, leveraging insights from critical (social) theories and engaging with the ontological, to facilitate a novel understanding of IL and transform it into real-life action literacy for positive social change. The paper concludes by interrogating assumptions about (C)IL’s benefits, highlighting potential inadvertent disempowering effects, and issues a call to consider it a dynamic concept that evolves by accounting for sociopolitical realities.","PeriodicalId":38111,"journal":{"name":"Journal of Information Literacy","volume":"15 22","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141273450","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Book review of Anne C. Behler, Ed. 2023. Leading dynamic information literacy programs: Best practices and stories from instruction coordinators","authors":"Anna Assogba","doi":"10.11645/17.2.64","DOIUrl":"https://doi.org/10.11645/17.2.64","url":null,"abstract":"","PeriodicalId":38111,"journal":{"name":"Journal of Information Literacy","volume":"37 13","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138605338","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Stay in our lane? No thanks!","authors":"Alison Hicks","doi":"10.11645/17.2.551","DOIUrl":"https://doi.org/10.11645/17.2.551","url":null,"abstract":"","PeriodicalId":38111,"journal":{"name":"Journal of Information Literacy","volume":"52 10","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138605024","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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