[ { "key": "BZ86BW3P", "version": 1307, "library": { "type": "group", "id": 45253, "name": "UCB InformationLiteracy", "links": { "alternate": { "href": "https://www.zotero.org/groups/ucb_informationliteracy", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/45253/items/BZ86BW3P", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/ucb_informationliteracy/items/BZ86BW3P", "type": "text/html" } }, "meta": { "createdByUser": { "id": 299360, "username": "sinkinso", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/sinkinso", "type": "text/html" } } }, "creatorSummary": "Vaidhyanathan", "parsedDate": "2006", "numChildren": 0 }, "data": { "key": "BZ86BW3P", "version": 1307, "itemType": "journalArticle", "title": "Afterword: Critical Information Studies", "creators": [ { "creatorType": "author", "firstName": "Siva", "lastName": "Vaidhyanathan" } ], "abstractNote": "", "publicationTitle": "Cultural Studies", "publisher": "", "place": "", "date": "03/2006", "volume": "20", "issue": "2-3", "section": "", "partNumber": "", "partTitle": "", "pages": "292-315", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "Cultural Studies", "DOI": "10.1080/09502380500521091", "citationKey": "", "url": "http://www.sivacracy.net/archives/002930.html", "accessDate": "2011-07-31T03:00:33Z", "PMID": "", "PMCID": "", "ISSN": "0950-2386", "archive": "", "archiveLocation": "", "shortTitle": "AFTERWORD", "language": "", "libraryCatalog": "CrossRef", "callNumber": "", "rights": "", "extra": "", "tags": [], "collections": [], "relations": {}, "dateAdded": "2011-07-31T03:10:28Z", "dateModified": "2014-05-13T18:33:33Z" } }, { "key": "SV3ZUTAR", "version": 1307, "library": { "type": "group", "id": 45253, "name": "UCB InformationLiteracy", "links": { "alternate": { "href": "https://www.zotero.org/groups/ucb_informationliteracy", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/45253/items/SV3ZUTAR", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/ucb_informationliteracy/items/SV3ZUTAR", "type": "text/html" } }, "meta": { "createdByUser": { "id": 299360, "username": "sinkinso", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/sinkinso", "type": "text/html" } } }, "creatorSummary": "Kapitzke", "parsedDate": "2003-03-01", "numChildren": 0 }, "data": { "key": "SV3ZUTAR", "version": 1307, "itemType": "journalArticle", "title": "Information Literacy: A Positivist Epistemology and a Politics of Outformation", "creators": [ { "creatorType": "author", "firstName": "Cushla", "lastName": "Kapitzke" } ], "abstractNote": "", "publicationTitle": "Educational Theory", "publisher": "", "place": "", "date": "2003/03/01", "volume": "53", "issue": "1", "section": "", "partNumber": "", "partTitle": "", "pages": "37-53", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "10.1111/j.1741-5446.2003.00037.x", "citationKey": "", "url": "http://onlinelibrary.wiley.com/doi/10.1111/j.1741-5446.2003.00037.x/abstract", "accessDate": "2011-07-31T02:41:56Z", "PMID": "", "PMCID": "", "ISSN": "1741-5446", "archive": "", "archiveLocation": "", "shortTitle": "INFORMATION LITERACY", "language": "en", "libraryCatalog": "Wiley Online Library", "callNumber": "", "rights": "", "extra": "", "tags": [], "collections": [], "relations": {}, "dateAdded": "2011-07-31T03:10:28Z", "dateModified": "2014-05-13T18:33:17Z" } }, { "key": "QE2KX3TX", "version": 1307, "library": { "type": "group", "id": 45253, "name": "UCB InformationLiteracy", "links": { "alternate": { "href": "https://www.zotero.org/groups/ucb_informationliteracy", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/45253/items/QE2KX3TX", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/ucb_informationliteracy/items/QE2KX3TX", "type": "text/html" } }, "meta": { "createdByUser": { "id": 299360, "username": "sinkinso", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/sinkinso", "type": "text/html" } } }, "creatorSummary": "Doherty", "parsedDate": "2005", "numChildren": 0 }, "data": { "key": "QE2KX3TX", "version": 1307, "itemType": "journalArticle", "title": "Towards Self-Reflection in Librarianship: What Is Praxis?", "creators": [ { "creatorType": "author", "firstName": "John J.", "lastName": "Doherty" } ], "abstractNote": "The goal of social transformation inherent to this statement should define much of library theory and practice. In some instances it does, in progressive terms that are reminiscent of educational philosopher Paulo Freire's \"pedagogy of the oppressed.\" For example, information literacy instruction comes with the working assumption that information is a tool that \"enables people to overcome their false perceptions of reality\" (Freire 86). Freire believes that \"the transformation of thought to text requires the conscious consideration of one's social context\" ([Fiore, Kyle] and [Nan Elsasser] 89). In other words, the statement implies a theoretical framework to librarianship, namely that to librarians knowledge is a social construction and that there is no privileged constructor. This dialectical notion argues that \"observation cannot take the place of critical reflection and understanding\" ([Henry Giroux] 38). Lather (1986), in calling for a praxis-oriented form of research, defines praxis as a \"dialectical tension, the interactive, reciprocal shaping of theory and practice\" (258). As one reviews library literature and theory, one finds little in the way of critical reflection and understanding. In part, this is due to time constraints--the old argument of \"I'm too busy to reflect.\" However, I would argue that it is also due to the fact that most librarians involved in the \"trademark pedagogy\" of information literacy instruction are not trained as either instructors or critical reflectors. Indeed, information literacy librarians would echo [Myles Horton]: \"the way to learn is to start something and learn as you go along\" (Horton and Freire 40). Peterson (2003) speaks of the progressive teacher as one who builds on her students' interests. To him however, the Freirian teacher does more: \"She asks questions.... [e]ngaging children in reflective dialogue on topics of their interest\" (365). In the previous library example, we did much of the same, challenging the concept of a library tour as an example of the Freirian concept of \"banking\" education. Just as Peterson notes in his examples, we preferred to look at the dialogic \"problem posing\" method--where \"teachers and students both become actors in figuring out the world through a process of mutual communication\" (366). Indeed, it was interesting that Peterson states that teachers themselves must undergo a transformative process; this is the challenge of a library form of praxis: \"breaking the ideological chains of... formal education, of past training, and the inertia of habit of past teaching\" (367).", "publicationTitle": "Progressive Librarian", "publisher": "", "place": "", "date": "Winter 2005", "volume": "", "issue": "26", "section": "", "partNumber": "", "partTitle": "", "pages": "11", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "", "citationKey": "", "url": "", "accessDate": "", "PMID": "", "PMCID": "", "ISSN": "10525726", "archive": "", "archiveLocation": "", "shortTitle": "TOWARDS SELF-REFLECTION IN LIBRARIANSHIP", "language": "", "libraryCatalog": "ProQuest Legacy", "callNumber": "", "rights": "", "extra": "", "tags": [ { "tag": "LIBRARIANS", "type": 1 }, { "tag": "Libraries", "type": 1 }, { "tag": "Philosophy", "type": 1 }, { "tag": "information management", "type": 1 } ], "collections": [], "relations": {}, "dateAdded": "2011-07-31T03:10:28Z", "dateModified": "2014-05-13T18:33:10Z" } }, { "key": "CAVCJPPH", "version": 1306, "library": { "type": "group", "id": 45253, "name": "UCB InformationLiteracy", "links": { "alternate": { "href": "https://www.zotero.org/groups/ucb_informationliteracy", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/45253/items/CAVCJPPH", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/ucb_informationliteracy/items/CAVCJPPH", "type": "text/html" } }, "meta": { "createdByUser": { "id": 299360, "username": "sinkinso", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/sinkinso", "type": "text/html" } } }, "numChildren": 0 }, "data": { "key": "CAVCJPPH", "version": 1306, "itemType": "webpage", "title": "Assessments of Information Literacy available online (Information Literacy Assessments)", "creators": [], 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"alternate": { "href": "https://www.zotero.org/sinkinso", "type": "text/html" } } }, "creatorSummary": "Wolnick and Burks", "parsedDate": "2012", "numChildren": 0 }, "data": { "key": "8MCJ3A5P", "version": 1305, "itemType": "journalArticle", "title": "Kickstarting research: Using a concept cloud to formulate effective searches", "creators": [ { "creatorType": "author", "firstName": "Meredith", "lastName": "Wolnick" }, { "creatorType": "author", "firstName": "Todd", "lastName": "Burks" } ], "abstractNote": "", "publicationTitle": "LOEX Quarterly", "publisher": "", "place": "", "date": "2012", "volume": "39", "issue": "2", "section": "", "partNumber": "", "partTitle": "", "pages": "4-10", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "", "citationKey": "", "url": "http://commons.emich.edu/loexquarterly/vol39/iss2/3", "accessDate": "", "PMID": "", "PMCID": "", "ISSN": "", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "", "libraryCatalog": "", "callNumber": "", "rights": "", "extra": "", "tags": [], "collections": [ "HUJUVXT4" ], "relations": {}, "dateAdded": "2013-07-15T14:48:27Z", "dateModified": "2013-07-15T14:51:09Z" } }, { "key": "VJTDUWPE", "version": 1, "library": { "type": "group", "id": 45253, "name": "UCB InformationLiteracy", "links": { "alternate": { "href": "https://www.zotero.org/groups/ucb_informationliteracy", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/45253/items/VJTDUWPE", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/ucb_informationliteracy/items/VJTDUWPE", "type": "text/html" } }, "meta": { "createdByUser": { "id": 299360, "username": "sinkinso", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/sinkinso", "type": "text/html" } } }, "creatorSummary": "Brady", "parsedDate": "2009", "numChildren": 0 }, "data": { "key": "VJTDUWPE", "version": 1, "itemType": "journalArticle", "title": "A Collaborative Approach to Information Literacy Program Profile of West Virginia University", "creators": [ { "creatorType": "author", "firstName": "Laura", "lastName": "Brady" } ], "abstractNote": "Writing faculty, tutors, and librarians at West Virginia University took a team-approach to teaching research, reading, and writing as intertwined processes. This collaborative project encouraged each member of the team to re-examine professional and disciplinary boundaries, and resulted in new assignments and activities that successfully engage students in researched writing.", "publicationTitle": "Composition Forum", "publisher": "", "place": "", "date": "2009", "volume": "19", "issue": "", "section": "", "partNumber": "", "partTitle": "", "pages": "", "series": "", "seriesTitle": "Composition Forum", "seriesText": "", "journalAbbreviation": "", "DOI": "", "citationKey": "", "url": "http://compositionforum.com/issue/19/west-virginia.php", "accessDate": "2012-02-08T17:31:10Z", "PMID": "", "PMCID": "", "ISSN": "", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "", "libraryCatalog": "", "callNumber": "", "rights": "", "extra": "", "tags": [], "collections": [], "relations": {}, "dateAdded": "2012-02-08T17:31:10Z", "dateModified": "2012-02-08T17:39:19Z" } }, { "key": "856A22I9", "version": 1, "library": { "type": "group", "id": 45253, "name": "UCB InformationLiteracy", "links": { "alternate": { "href": "https://www.zotero.org/groups/ucb_informationliteracy", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/45253/items/856A22I9", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/ucb_informationliteracy/items/856A22I9", "type": "text/html" } }, "meta": { "createdByUser": { "id": 299360, "username": "sinkinso", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/sinkinso", "type": "text/html" } } }, "creatorSummary": "Jamie Bartlett and Carl Miller", "parsedDate": "2011-09-29", "numChildren": 0 }, "data": { "key": "856A22I9", "version": 1, "itemType": "report", "title": "Truth, lies and the internet: a report into young people's digital fluency.", "creators": [ { "creatorType": "author", "name": "Jamie Bartlett" }, { "creatorType": "author", "name": "Carl Miller" } ], "abstractNote": "The internet is the greatest source of information for people living in the UK today. But the amount of material available at the click of a mouse can be both liberating and asphyxiating. Although there are more e-books, trustworthy journalism, niche expertise and accurate facts at our fingertips than ever before, there is an equal measure of mistakes, half-truths, propaganda, misinformation and general nonsense. Knowing how to discriminate between them is both difficult and extremely important.\n\nTruth, Lies and the Internet examines the ability of young people in Britain to critically evaluate information they consume online. The report reviews current literature on the subject, and presents a new poll of over 500 teachers. It finds that the web is fundamental to pupils’ school lives but many are not careful, discerning users of the internet. They are unable to find the information they are looking for, or trust the first thing they see. This makes them vulnerable to the pitfalls of ignorance, falsehoods, cons and scams.\n\nThis pamphlet recommends that teaching young people critical thinking and skepticism online must be at the heart of learning. Censorship of the internet is neither necessary nor desirable; the task instead is to ensure that young people can make careful, skeptical and savvy judgments about the internet content they encounter. This would allow them to better identify outright lies, scams, hoaxes, selective half-truths, and mistakes, and better navigate the murkier waters of argument and opinion.", "reportNumber": "", "reportType": "", "institution": "DEMOS", "place": "", "date": "9/29/2011", "seriesTitle": "", "seriesNumber": "", "pages": "", "DOI": "", "ISBN": "", "citationKey": "", "url": "http://www.demos.co.uk/publications/truth-lies-and-the-internet", "accessDate": "2011-10-03T14:23:19Z", "ISSN": "", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "", "libraryCatalog": "", "callNumber": "", "rights": "", "extra": "", "tags": [], "collections": [], "relations": {}, "dateAdded": "2011-10-03T14:30:44Z", "dateModified": "2011-10-03T14:30:44Z" } }, { "key": "5UU8REQK", "version": 1, "library": { "type": "group", "id": 45253, "name": "UCB InformationLiteracy", "links": { "alternate": { "href": "https://www.zotero.org/groups/ucb_informationliteracy", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/45253/items/5UU8REQK", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/ucb_informationliteracy/items/5UU8REQK", "type": "text/html" } }, "meta": { "createdByUser": { "id": 299360, "username": "sinkinso", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/sinkinso", "type": "text/html" } } }, "creatorSummary": "Morrison", "parsedDate": "2010", "numChildren": 0 }, "data": { "key": "5UU8REQK", "version": 1, "itemType": "conferencePaper", "title": "Culturally Relevant Information Literacy", "creators": [ { "creatorType": "author", "firstName": "Rob", "lastName": "Morrison" } ], "abstractNote": "This paper is a qualitative case study of the role of culture in the information-seeking process. This study revealed that culture does affect how we locate, evaluate and value information and thus specific kinds of knowledge. Librarians and educators must engage in discussions on “Critical Information Literacy” where information is tied to knowledge creation that does not limit learners to a specific cultural worldview. Information and information-seeking processes cannot be separated from knowledge production", "proceedingsTitle": "Adult Education, The Next 50 Years: Our Future Continues Through An Investment In Research", "conferenceName": ". Joint Conference Proceedings of AERC and WRRCEA", "publisher": "Adult Education Research Conference (AERC) and Western Region Research Conference on the Education of Adults (WRRCEA)", "place": "Sacramento", "date": "2010", "eventPlace": "", "volume": "", "issue": "", "numberOfVolumes": "", "pages": "331-336", "series": "", "seriesNumber": "", "DOI": "", "ISBN": "", "citationKey": "", "url": "http://works.bepress.com/rob_morrison/14/", "accessDate": "2011-05-13T22:35:18Z", "ISSN": "", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "", "libraryCatalog": "", "callNumber": "", "rights": "", "extra": "", "tags": [], "collections": [], "relations": {}, "dateAdded": "2011-07-31T03:10:28Z", "dateModified": "2011-07-31T03:14:53Z" } }, { "key": "8FPRPH8H", "version": 1, "library": { "type": "group", "id": 45253, "name": "UCB InformationLiteracy", "links": { "alternate": { "href": "https://www.zotero.org/groups/ucb_informationliteracy", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/45253/items/8FPRPH8H", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/ucb_informationliteracy/items/8FPRPH8H", "type": "text/html" }, "up": { "href": "https://api.zotero.org/groups/45253/items/97J68PWN", "type": "application/json" } }, "meta": { "createdByUser": { "id": 299360, "username": "sinkinso", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/sinkinso", "type": "text/html" } } }, "numChildren": 0 }, "data": { "key": "8FPRPH8H", "version": 1, "parentItem": "97J68PWN", "itemType": "note", "note": "

CLAIM: Information literacy informed by work in rhetoric and composition would help yield a more situated, process-oriented literacy relevant to a broad range of rhetorical and intellectual activities.

\n

any literacy worthy of the name must also be critical and self aware

\n

Literacy more than an on/off switch, and not a neutral performative technological skill

\n

deeply context-bound and as forms of social interaction and social construction

\n

Truncated rhetorical canons that exclude delivery and memory: how texts are deliver and the social context

\n

 

\n

Read his references

\n

-Bruffee

\n

- #24

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"author", "firstName": "Jim", "lastName": "Elmborg" } ], "abstractNote": "This chapter explores the multiple literacies adult learners bring to the learning process within libraries, the changing narratives of libraries, and the importance of helping learners develop skills in critical information literacy.", "publicationTitle": "New Directions for Adult and Continuing Education", "publisher": "", "place": "", "date": "2010/09/01", "volume": "2010", "issue": "127", "section": "", "partNumber": "", "partTitle": "", "pages": "67-76", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "10.1002/ace.382", "citationKey": "", "url": "http://onlinelibrary.wiley.com/doi/10.1002/ace.382/abstract", "accessDate": "2011-05-13T22:33:51Z", "PMID": "", "PMCID": "", "ISSN": "1536-0717", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "en", "libraryCatalog": "Wiley Online Library", "callNumber": "", "rights": "", "extra": "", "tags": [], 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This article uses critical literacy theory to define information literacy. It argues that to be educators, librarians must focus less on information transfer and more on developing critical consciousness in students. Using concepts from literacy theory, the author suggests ways library practice would change if librarians redefined themselves as literacy educators.

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ELMBORG

\n

-          Lack of clear definition has prevented application of critical theory on information literacy

\n

-          “literacy researchers from outside the libraries have grown increasingly critical of the effort to define literacy through standards” 193

\n

-          Norgaard’s call to move away “from instrumental, skill-based definitions of literacy and toward an understanding of literacy as a culturally situated phenomenon based on the way communities construct meaning and belonging” 193

\n

Critical theorists

\n

-          Freireian banking model

\n

-          “What is the role of the library in the Freireian vision of critical literacy? Is the library a passive information back where students and faculty make knowledge deposits and withdrawals, or is it a place where students actively engage existing knowledge and shape it where to their own and future uses? And what is the librarian’s role as an educator in this process?” 193

\n

-          Quotes Kaptizke and Luke, and Gage who call for librarianship to embrace critical literacy

\n

o   “Critical literacy focuses on the links between the educational process and the politics of literacy” 193

\n

o   “Rather than focus on schools as tools for transmitting knowledge, critical theory examines schools as agents of culture and shapers of student consciousness” 193

\n

-          Students as meaning-makers in a specific social-cultural context

\n

New London Group and multiliteracies

\n

-          “New technologies increase the speed of information flow and the diversity of formats in which we receive information.  In this environment, definitions based on traditional monolingual, monocultural literacies become defensive and reactionary” 195

\n

-          New literacy definition: “Literacy is the ability to read, interpret, and produce ‘texts’ appropriate and valued within a given community” 195

\n

Literacy events.

\n

-          “Most importantly, people produce, read, and interpret texts in communities, not in isolation.  Communities reach consensus about interpretation, sometimes easily and sometime contentiously.” 194

\n

-          Literacy events- moments of meaning negotiation

\n

-          “Literacy events allow community members to develop regular, recurring interpretive patterns over time.  Being an insider to a community means recognizing and participating in literacy events- knowing the codes used by the community and the customs and conventions in play” 195

\n

 

\n

Academic discourse

\n

Gee

\n

-          Primary discourse (home discourse)

\n

-          College/ uni asks students to move to a secondary discourse (Bruffee reacculturation process)

\n

-          Uniqueness of academic discourse (unnatural

\n

-          “Students must learn how information functions in proof or argument, and why that information is accepted while other information is not.  Ultimately, students need to produce information that meets the community’s standard” 195

\n

-          For some students academic discourse conflicts with home discourse (creating privilege and implications on student success)

\n

-          Therefore, IL  “involves the comprehension of an entire system of thought and the ways that information flows in that system.  ultimately, it also involves the capacity to critically evaluate the system itself” 196

\n

-          Genres of academia, graded and coded literacy events

\n

-          Begs the question: “Should librarians ‘serve’ the academy by teaching its literacy skills unquestioningly, or should librarians participate in the critical reflection undertaken by  ‘educators,’ a reflection that leads us to challenge, if necessary, the politics of academic exclusion, and to participate in the creation of new and better academic models?”

\n

-          Conflict of academic discourse coding and critical reflections: “Should librarians ‘serve’ the academy by teaching its literacy skills unquestioningly, or should librarians participate in the critical reflection undertaken by  ‘educators,’ a reflection that leads us to challenge, if necessary, the politics of academic exclusion, and to participate in the creation of new and better academic models?”197 Elmborg

\n

-          “Should librarians be content to teach “the grammar of information,’ or should they emphasize its role in creating privileged discourse? Again, it depends on whether we see librarianship as a profession which serves the dominant ideology of the academy, or whether librarians see themselves as critical educators in pursuit of more ‘democratic’ models” 197

\n

-          Library classification and IL standards place learner outside

\n

-          “Ultimately, critical information literacy involves developing a critical consciousness about information, learning to ask questions about the library’s (and the academy’s) role in structuring and presenting a single knowable reality” 198

\n

-          “The real task for librarians in treating information literacy seriously lies not in defining it or describing it, but in developing a critical practice of librarianship—a theoretically, informed praxis.” 198

\n

-          “Librarians will be involved with the daily struggle of translation between the organized conceptions of knowledge and the efforts of students to engage that knowledge” 198

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Drawing on discussions within Composition and Rhetoric, this article examines information literacy pedagogy. It considers how academic librarians can work toward theorizing our profession in such a way that we may ask new questions of it and foster creative, reflective, and critical habits of mind regarding pedagogical praxis.

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