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The Culture Map
Critical Approaches to Credit-Bearing Information Literacy Courses639
Critical librarianship understands the work of libraries and librarians to be fundamentally political and situated in systems of power and oppression. This approach requires that information literacy instruction expand its scope beyond straightforward demonstrations of tools and search mechanics and towards more in-depth conceptual work that asks questions about, among other things, the conditions of information production, presumptions of neutrality, and institutionalized oppression. It is vital that information literacy instruction examine the political, social, and cultural dimensions in which information is created and acknowledge that students bring a lifetime of rich experience into the classroom. This fundamentally critical work should manifest in library instruction in two ways: critical pedagogy, which examines how we teach, and critical information literacy, which generally examines what we teach. Critical Approaches to Credit-Bearing Information Literacy Courses includes chapters that examine how both critical pedagogy and critical information literacy are applied throughout a credit-bearing course as well as in specific lesson plans. The ideas explored in this book can be adapted for a variety of class and course lengths and for a range of students, from first-year undergraduates to doctoral students. Chapters include case studies of how information literacy courses can respond to preconceptions and unexamined ideologies students may bring to the course; explorations of marginalized knowledge and racial bias and justice in the information literacy course; individual lessons or sets of lessons situated within the larger course context; and reflections on the process of developing a more critical approach. Critical Approaches to Credit-Bearing Information Literacy Courses can provide valuable strategies for those just starting to adopt a critical approach as well as new perspectives for those with more experience in this area.
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Angela Pashia is an associate professor and librarian at the University of West Georgia. Angela holds a masters in anthropology from the University of Virginia and a masters in information studies and learning technologies, library science emphasis, from the University of Missouri. Jessica Critten is the pedagogy and assessment program lead at Auraria Library, which serves University of Colorado-Denver, Community College of Denver, and Metropolitan State University of Denver. Her current research examines applications of standpoint epistemology in information literacy instruction and the rhetoric of evidence-based practice in LIS. She is a graduate of Florida State University, where she received her MLIS and an MA in interdisciplinary humanities.
Chapter 1. Introduction - Angela Pashia and Jessica Critten Chapter 2. No Room for Argument: Researching Politicized Topics as a Learner - Susan Wood Chapter 3. Critical Credits: Making the Most of a First-Year Information Literacy Class - Erin Anthony, Rebekah Miller, and Marcia Rapchak Chapter 4. When Students Accept Their Corporate Overlords: Privilege and Position in Our Information Society - Kate Hinnant and Robin Miller Chapter 5. Balancing Acts in the Critical Library Classroom: Inviting Constructive Dialogue and Resisting "Post-Truth" Discourse in Politically Contentious Moments - Andrea Baer Chapter 6. An Unfinished Journey: Towards a Democratic Information Literacy Classroom - Rachel Dineen and Lyda Fontes McCartin Chapter 7. Reflections on Adopting a Critical Media and Information Literacy Pedagogy - Spencer Brayton and Natasha Casey Chapter 8. Opening to the Margins: Information Literacy and Marginalized Knowledge - Christine M. Larson and Margaret Vaughan Chapter 9. Manufacturing a Context: Rhetorical Implications of Standalone Critical Information Literacy Courses - Joel Burkholder Chapter 10. Using Fan Studies to Put Information Literacy in Context: On Teaching a Credit Course with a Theme - Nancy Foasberg Chapter 11. The Machine Stops: Critical Orientations to Our Information Apparatus - Patrick Williams Chapter 12. Examining Structural Oppression as a Component of Information Literacy - Angela Pashia Chapter 13. Teaching Copyleft as a Critical Approach to "Information Has Value" - Kenneth Haggerty and Rachel E. Scott Chapter 14. Wikipedia-Based Assignments and Critical Information Literacy: A Case Study - Amanda Foster-Kaufman Chapter 15. Exploring Epistemological Lineages: Using the Gallery Walk with Students and Instructors of a First-Year Seminar Course - Gina Schlesselman-Tarango Author Biographies