The information landscape of the 21st century demands that students are prepared to be responsible information users and creators, which requires information literacy (IL) proficiency. Underlying conceptualisations of IL influence instructional practices and students’ learning of these skills within primary, secondary, and higher education contexts. Responsive to the variation in approaches to conceptualisations of IL in the digital age, this article examines contemporary scholarly articles that conceptualise IL in these formal learning environments. Through a qualitative systematic literature review, 38 articles were examined with an inductive analytical method to understand how current conceptualisations of IL are approached within these educational settings. Analysis of results yielded five primary approaches to IL conceptualisation: (1) developing contextual frameworks, (2) comparing recognised models, (3) evaluating stakeholders’ perceptions, (4) considering academic disciplines’ information principles, and (5) advocating for information practice to inform frameworks. Collectively, this study points to an evident but necessary dynamism of IL conceptualisation.
{"title":"Approaches to information literacy conceptualisation in primary, secondary, and higher education contexts","authors":"Caitlin J Taylor, Daniela K. Digiacomo","doi":"10.11645/17.1.3258","DOIUrl":"https://doi.org/10.11645/17.1.3258","url":null,"abstract":"The information landscape of the 21st century demands that students are prepared to be responsible information users and creators, which requires information literacy (IL) proficiency. Underlying conceptualisations of IL influence instructional practices and students’ learning of these skills within primary, secondary, and higher education contexts. Responsive to the variation in approaches to conceptualisations of IL in the digital age, this article examines contemporary scholarly articles that conceptualise IL in these formal learning environments. Through a qualitative systematic literature review, 38 articles were examined with an inductive analytical method to understand how current conceptualisations of IL are approached within these educational settings. Analysis of results yielded five primary approaches to IL conceptualisation: (1) developing contextual frameworks, (2) comparing recognised models, (3) evaluating stakeholders’ perceptions, (4) considering academic disciplines’ information principles, and (5) advocating for information practice to inform frameworks. Collectively, this study points to an evident but necessary dynamism of IL conceptualisation. ","PeriodicalId":38111,"journal":{"name":"Journal of Information Literacy","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43468396","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}
In this paper, the author explores the prospect of, and the rationale for, the critical workplace information literacy (CWIL) construct, by situating it at the junction of critical information literacy (CIL) and workplace information literacy (WIL), the two hitherto discrete frameworks and subdomains of information literacy (IL). This preliminary attempt at the conceptualisation of a new construct was guided by the question of what role CIL can play in empowering workers to attain decent work. The author frames the conceptualisation around the ‘decent work’ (DW) concept, as a normative goal of the critical workplace information literacy construct, and discusses the rationale for it in the framework of the discussion on the decent work deficits in the contemporary work and information environment. Freire’s critical hermeneutics and dialectics of voice and empowerment are drawn upon. The paper argues positively for the role of CIL in attaining decent work and for the need for a new construct that would help fill the knowledge and discursive gap in IL and its subdomains and overcome the current silos in the IL community. The author concludes that developing a concept requires a broad deliberative process informed by both theoretical and empirical research, and gives suggestions for future research.
{"title":"Critical workplace information literacy","authors":"Dijana Šobota","doi":"10.11645/17.1.3353","DOIUrl":"https://doi.org/10.11645/17.1.3353","url":null,"abstract":"In this paper, the author explores the prospect of, and the rationale for, the critical workplace information literacy (CWIL) construct, by situating it at the junction of critical information literacy (CIL) and workplace information literacy (WIL), the two hitherto discrete frameworks and subdomains of information literacy (IL). This preliminary attempt at the conceptualisation of a new construct was guided by the question of what role CIL can play in empowering workers to attain decent work. The author frames the conceptualisation around the ‘decent work’ (DW) concept, as a normative goal of the critical workplace information literacy construct, and discusses the rationale for it in the framework of the discussion on the decent work deficits in the contemporary work and information environment. Freire’s critical hermeneutics and dialectics of voice and empowerment are drawn upon. The paper argues positively for the role of CIL in attaining decent work and for the need for a new construct that would help fill the knowledge and discursive gap in IL and its subdomains and overcome the current silos in the IL community. The author concludes that developing a concept requires a broad deliberative process informed by both theoretical and empirical research, and gives suggestions for future research.","PeriodicalId":38111,"journal":{"name":"Journal of Information Literacy","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42193582","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}
D. Flynn, Teresa Crewe, R. Hare, Krishna Maroo, A. Preater
In this article we connect critical librarianship and its practices of information literacy (IL) with working-class experiences of higher education (HE). Although the research literature and professional body of knowledge of critical information literacy (CIL), is one of the most theoretically-developed areas of wider critical librarianship (Critlib) movement, working-class knowledge and experiences remain underrepresented. One reason for this is that the values, behaviour and assumptions of library and HE workers are shaped by a HE system which inculcates middle-class values and cultural capitals within students, and stigmatises working-class students as lacking or in deficit. Hegemonic, or non-critical, IL proselytises middle-class values and assumptions about academic practices and skills development including the notion of an ideal student with behaviour and markers of identity which reflect those most privileged by wider society. In contrast CIL, framed as the socially-just practice of IL is theoretically well-placed to support working-class library workers in destabilising this alongside middle-class accomplices. Employing Yosso’s (2005) concept of community and cultural wealth (CCW), we analyse how library workers can recognise working-class cultural wealth within the context of CIL and wider working practices. As such narrative accounts are lacking in the literature, we utilise collaborative autoethnography (CAE) (Chang et al., 2013) to consider and interpret our own experiences of libraries when we were university students ourselves, and more recently as HE workers of working-class heritage.
在这篇文章中，我们将批判性图书馆及其信息素养实践与工人阶级的高等教育经验联系起来。尽管批判性信息素养（CIL）的研究文献和专业知识体系是更广泛的批判性图书馆学（Critlib）运动中理论最发达的领域之一，但工人阶级的知识和经验仍然代表性不足。其中一个原因是，图书馆和高等教育工作者的价值观、行为和假设是由高等教育系统塑造的，该系统在学生中灌输中产阶级价值观和文化资本，并将工人阶级学生污名化为缺乏或赤字。IL宣扬中产阶级的价值观和对学术实践和技能发展的假设，包括理想学生的概念，其行为和身份标志反映了那些在更广泛的社会中享有特权的人。相比之下，CIL被认为是IL的社会公正实践，理论上完全可以支持工人阶级图书馆工作者与中产阶级同谋一起破坏这一局面。利用Yosso（2005）关于社区和文化财富（CCW）的概念，我们分析了图书馆工作者如何在CIL和更广泛的工作实践的背景下识别工人阶级的文化财富。由于文献中缺乏这样的叙述性叙述，我们利用合作民族志（CAE）（Chang et al.，2013）来思考和解释我们自己在大学生时代以及最近作为工人阶级传统的高等教育工作者时对图书馆的体验。
{"title":"‘They burn so bright whilst you can only wonder why’","authors":"D. Flynn, Teresa Crewe, R. Hare, Krishna Maroo, A. Preater","doi":"10.11645/17.1.3361","DOIUrl":"https://doi.org/10.11645/17.1.3361","url":null,"abstract":"In this article we connect critical librarianship and its practices of information literacy (IL) with working-class experiences of higher education (HE). Although the research literature and professional body of knowledge of critical information literacy (CIL), is one of the most theoretically-developed areas of wider critical librarianship (Critlib) movement, working-class knowledge and experiences remain underrepresented.\u0000One reason for this is that the values, behaviour and assumptions of library and HE workers are shaped by a HE system which inculcates middle-class values and cultural capitals within students, and stigmatises working-class students as lacking or in deficit. Hegemonic, or non-critical, IL proselytises middle-class values and assumptions about academic practices and skills development including the notion of an ideal student with behaviour and markers of identity which reflect those most privileged by wider society. In contrast CIL, framed as the socially-just practice of IL is theoretically well-placed to support working-class library workers in destabilising this alongside middle-class accomplices.\u0000Employing Yosso’s (2005) concept of community and cultural wealth (CCW), we analyse how library workers can recognise working-class cultural wealth within the context of CIL and wider working practices. As such narrative accounts are lacking in the literature, we utilise collaborative autoethnography (CAE) (Chang et al., 2013) to consider and interpret our own experiences of libraries when we were university students ourselves, and more recently as HE workers of working-class heritage.","PeriodicalId":38111,"journal":{"name":"Journal of Information Literacy","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41510780","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 special issue marks the culmination of over a year of planning on the editors’ part, and several hard months of writing, reviewing, and copyediting from the various authors and key players within the JIL scholarly infrastructure. As editors of this special issue, we originally set out with the goal of pushing the boundaries of critical information literacy (CIL) as it is currently understood. The field of CIL has been expanding gradually since Drabinski and Kumbier’s collection Critical Library Instruction (2010), as Tewell comprehensively covers in his 2015 summary. More recently, the field has profited from valuable practical publications, including Pagowsky and Kelly’s Critical Library Pedagogy Handbooks (2016) and Brookbank and Haigh’s collection Critical Library Pedagogy in Practice (2021), which focus on good practice for critical approaches to information literacy (IL) instruction and teaching in higher education. From our UK experience, it also seems that discussions around how to make education and teaching more inclusive and socially just more often include acknowledgement that libraries and librarians have a role to play, and that more librarians are both exploring critical pedagogies and applying them to their IL practices. However,
{"title":"Taking stock of critical information literacy","authors":"Lauren N. Smith, A. Hicks","doi":"10.11645/17.1.3416","DOIUrl":"https://doi.org/10.11645/17.1.3416","url":null,"abstract":"This special issue marks the culmination of over a year of planning on the editors’ part, and several hard months of writing, reviewing, and copyediting from the various authors and key players within the JIL scholarly infrastructure. As editors of this special issue, we originally set out with the goal of pushing the boundaries of critical information literacy (CIL) as it is currently understood. The field of CIL has been expanding gradually since Drabinski and Kumbier’s collection Critical Library Instruction (2010), as Tewell comprehensively covers in his 2015 summary. More recently, the field has profited from valuable practical publications, including Pagowsky and Kelly’s Critical Library Pedagogy Handbooks (2016) and Brookbank and Haigh’s collection Critical Library Pedagogy in Practice (2021), which focus on good practice for critical approaches to information literacy (IL) instruction and teaching in higher education. From our UK experience, it also seems that discussions around how to make education and teaching more inclusive and socially just more often include acknowledgement that libraries and librarians have a role to play, and that more librarians are both exploring critical pedagogies and applying them to their IL practices. However,","PeriodicalId":38111,"journal":{"name":"Journal of Information Literacy","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49194855","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}
The aim of this study is to contribute to a pragmatic understanding of critical information literacy (CIL) by positioning it as a context-specific interpersonal practice. Using phenomenography to explore how information work is experienced by social workers in social and health care settings, this paper provides an example of critical information practice that can be used to operationalise and activate CIL as a theory and inform approaches to critical pedagogy. CIL as a concept is generally theorised, practiced, and taught in academic contexts, and relatively few examples of how theory can be defined and put into practice outside a classroom setting are available. This study builds on our understanding of CIL by exploring professional information practice and suggests a model for teaching to engage learners inconnecting information to action in social systems.
{"title":"critical information literacy of social workers","authors":"Sara Sharun","doi":"10.11645/17.1.3351","DOIUrl":"https://doi.org/10.11645/17.1.3351","url":null,"abstract":"\u0000The aim of this study is to contribute to a pragmatic understanding of critical information literacy (CIL) by positioning it as a context-specific interpersonal practice. Using phenomenography to explore how information work is experienced by social workers in social and health care settings, this paper provides an example of critical information practice that can be used to operationalise and activate CIL as a theory and inform approaches to critical pedagogy. CIL as a concept is generally theorised, practiced, and taught in academic contexts, and relatively few examples of how theory can be defined and put into practice outside a classroom setting are available. This study builds on our understanding of CIL by exploring professional information practice and suggests a model for teaching to engage learners inconnecting information to action in social systems.\u0000","PeriodicalId":38111,"journal":{"name":"Journal of Information Literacy","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47637478","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}
In this article, the authors explore whether academic libraries are truly capable of implementing a critical information literacy (CIL) praxis and if there are inherent threats to critical librarianship when incorporating CIL into the curriculum. The survey instrument in this study gathered data from 92 academic library instructors based within the United States. The study identified that 41% of question respondents had received negative comments or criticisms about including CIL in their library curriculum through various formats: online modules, one-shot instruction, course-embedded units, and credit-bearing courses. In addition, 29% of question respondents felt that pushback from academic teaching staff, other librarians/administration, and students threatened the integrity of CIL. This research helps to illustrate the fragility of CIL and how librarians have faced pushback when critical content is incorporated into the information literacy (IL) curriculum.
{"title":"Critical information literacy at the crossroads","authors":"Simone Williams, Elizabeth Kamper","doi":"10.11645/17.1.3397","DOIUrl":"https://doi.org/10.11645/17.1.3397","url":null,"abstract":"In this article, the authors explore whether academic libraries are truly capable of implementing a critical information literacy (CIL) praxis and if there are inherent threats to critical librarianship when incorporating CIL into the curriculum. The survey instrument in this study gathered data from 92 academic library instructors based within the United States. The study identified that 41% of question respondents had received negative comments or criticisms about including CIL in their library curriculum through various formats: online modules, one-shot instruction, course-embedded units, and credit-bearing courses. In addition, 29% of question respondents felt that pushback from academic teaching staff, other librarians/administration, and students threatened the integrity of CIL. This research helps to illustrate the fragility of CIL and how librarians have faced pushback when critical content is incorporated into the information literacy (IL) curriculum. ","PeriodicalId":38111,"journal":{"name":"Journal of Information Literacy","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41995591","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}
Reports on a panel discussion held at LILAC 2022 on student academic reading during the COVID-19 pandemic. Draws on data from two surveys, but also discusses the implications of this research for teachers and information literacy (IL) practitioners. In summary, students carried out almost all their academic reading in electronic format, due to the restrictions in place. However, in common with research conducted prior to the pandemic, their preferences for reading in print format remained. Students also report doing less of their assigned readings, feeling more tired as well as reporting other negative health benefits from excess use of screens and devices. The study has implications for librarians, learning developers and for academic staff assigning course readings to students. Ongoing research in this area is recommended.
{"title":"Students, academic reading and information literacy in a time of COVID","authors":"J. Secker, E. Tilley","doi":"10.11645/16.2.3291","DOIUrl":"https://doi.org/10.11645/16.2.3291","url":null,"abstract":"Reports on a panel discussion held at LILAC 2022 on student academic reading during the COVID-19 pandemic. Draws on data from two surveys, but also discusses the implications of this research for teachers and information literacy (IL) practitioners. In summary, students carried out almost all their academic reading in electronic format, due to the restrictions in place. However, in common with research conducted prior to the pandemic, their preferences for reading in print format remained. Students also report doing less of their assigned readings, feeling more tired as well as reporting other negative health benefits from excess use of screens and devices. The study has implications for librarians, learning developers and for academic staff assigning course readings to students. Ongoing research in this area is recommended. ","PeriodicalId":38111,"journal":{"name":"Journal of Information Literacy","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48279810","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":"LOEX 2022: A focus on assessment","authors":"Sarah Norrell","doi":"10.11645/16.2.3280","DOIUrl":"https://doi.org/10.11645/16.2.3280","url":null,"abstract":"","PeriodicalId":38111,"journal":{"name":"Journal of Information Literacy","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45161473","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":"LOEX 2022: Exploring information evaluation and algorithmic literacy","authors":"Kelli Herm","doi":"10.11645/3235","DOIUrl":"https://doi.org/10.11645/3235","url":null,"abstract":"","PeriodicalId":38111,"journal":{"name":"Journal of Information Literacy","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48974235","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 conference report provides an overview of conference sessions related to misinformation and source evaluation at LOEX 2022.
本会议报告概述了2022年LOEX上与错误信息和来源评估有关的会议。
{"title":"LOEX 2022: Misinformation and source evaluation","authors":"Allison Faix","doi":"10.11645/16.2.3229","DOIUrl":"https://doi.org/10.11645/16.2.3229","url":null,"abstract":"This conference report provides an overview of conference sessions related to misinformation and source evaluation at LOEX 2022.","PeriodicalId":38111,"journal":{"name":"Journal of Information Literacy","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45370562","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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