A Radical Step: Implementing A Critical Information Literacy Model

Swanson, Troy A.

doi:10.1353/pla.2004.0038

Cited by 81 publications

(52 citation statements)

References 26 publications

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“…45 Similarly, Troy A. Swanson argues that, in making a transition from a print-based culture to a Web environment, we must provide students with a critical perspective to learn more about information itself and how to use it in an empowering and participatory manner. 46 James W. Marcum asserts that the broadly defined goals of information literacy are not realistic and that in practice it is too limited, especially because of what he sees as an overemphasis on skills development. 47 He suggests that information literacy attempts to cover too much while being exceedingly focused on print culture, which diminishes the importance of new media environments.…”

Section: Toward a Metaliteracymentioning

confidence: 99%

Reframing Information Literacy as a Metaliteracy

Mackey

Jacobson²

2011

CRL

353

256

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Social media environments and online communities are innovative collaborative technologies that challenge traditional definitions of information literacy. Metaliteracy is an overarching and self-referential framework that integrates emerging technologies and unifies multiple literacy types. This redefinition of information literacy expands the scope of generally understood information competencies and places a particular emphasis on producing and sharing information in participatory digital environments.he emergence of social media and collaborative online communities requires a reframing of information literacy as a metaliteracy that supports multiple literacy types. Social media environments are transient, collaborative, and free-flowing, requiring a comprehensive understanding of information to critically evaluate, share, and produce content in multiple forms. Within this context, information is not a static object that is simply accessed and retrieved. It is a dynamic entity that is produced and shared collaboratively with such innovative Web 2.0 technologies as Facebook, Twitter, Delicious, Second Life, and YouTube. Several competing concepts of literacy have emerged including digital literacy, media literacy, visual literacy, and information technology fluency, but there is a need for a comprehensive framework based on essential information proficiencies and knowledge. New media literacy and transliteracy have also responded to the rapid and ongoing changes in technology. As part of a metaliteracy reframing, we argue that producing and sharing information are critical activities in participatory Web 2.0 environments. Information literacy is central to this redefinition because information takes many forms online and is produced and communicated through multiple modalities. Information literacy is more significant now than it ever was, but it must be connected to related literacy types that address ongoing shifts in technology.Through this overarching approach to information literacy, we examine the term within a new media environment. Metaliteracy promotes critical thinking and collaboration in a digital age, providing a comprehensive framework to effectively participate in social media and online communities. It is a unified construct that supports the acquisition, production, and sharing of knowledge in collaborative online communities. Metaliteracy challenges traditional skills-based approaches to information literacy by recognizing related crl-76r1

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Section: Toward a Metaliteracymentioning

confidence: 99%

Reframing Information Literacy as a Metaliteracy

Mackey

Jacobson²

2011

CRL

353

256

View full text Add to dashboard Cite

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“…There are examples of creative approaches in crossdisciplinary efforts at critical information literacy as well. Courses developed around themes such as food (Piper & Tag, 2011) or genetics (Swanson, 2004) allow students to get an interdisciplinary perspective on a broad-ranged and socially important issue. This interdisciplinarity extends student learning beyond their individual project to an appreciation of the work of other students and groups in the course.…”

Section: Resultsmentioning

confidence: 99%

“…Faculty can also count on campus librarians in this area, as critical information literacy is a popular subject among those who deal directly with the changes digital information environments have wrought (Albitz, 2007;Elmborg, 2006;Swanson, 2004). Often frustrated by working with a small confined unit within college courses, librarians are eager to take on many of the tasks associated with a course like this one.…”

Section: Resultsmentioning

confidence: 99%

“…His "problematizing" method of education fits perfectly into the course's philosophy, a sentiment found with some frequency in the literature on critical information literacy (Jacobs & Berg, 2011;Elmborg, 2006;Swanson, 2004). As noted earlier, Friere uses the "fish out of water" analogy to get students to question what they know about the world.…”

Section: Philosophical Underpinnings and Relevant Literaturementioning

confidence: 92%

“…As Hall (2010) argues, teaching in today's world should be about helping students remain curious and think independently and critically. Following Swanson (2004), who encourages faculty to give up some of that traditional "authority" historically assigned to professors, I perceive my role in this course to be one of a facilitator of learning. I see this course as an example of the "flipped" classroom (Arnold-Garza, 2014), involving group learning and discussion with only an occasional orientation lecture.…”

Section: Philosophical Underpinnings and Relevant Literaturementioning

confidence: 99%

See 2 more Smart Citations

Empowering Students to Make Sense of an Information Saturated World: The Evolution of Information Searching and Analysis

Wittebols¹

2016

Comminfolit

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How well students conduct research online is an increasing concern for educators at all levels, especially higher education. This paper describes the evolution of a course that examines confirmation bias, information searching, and the political economy of information as keys to becoming more information and media literate. After a key assignment in which students assess their own tendency to engage in confirmation bias, students research a social justice issue across web, news and academic research resources. Designed to build good analytical skills in assessing the trustworthiness of a variety of sources of information, the course empowers students as researchers, citizens and consumers.

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Literacies, narratives, and adult learning in libraries

Elmborg

2010

New Dir Adult Contin Educ

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Librarians in the academy "increasingly see themselves as educators, an evolution in the profession that challenges established definitions of librarianship and of how we generate knowledge about professional values and practices" (Elmborg, 2006a, p. 192). Academic libraries are places where learners come to construct new knowledge through selection of information sources and research literature in print and electronic forms. To help students accomplish these important research tasks, academic librarians as educators focus on the development of "information literacy" skills in the library classroom, at the reference desk, and in research consultations with learners.The Association of College and Research Libraries defines information literacy as the ability to "determine the extent of information needed; access the needed information effectively and efficiently; evaluate information and its sources critically; incorporate selected information into one' s knowledge base; use information effectively to accomplish a specific purpose; understand the economic, legal, and social issues surrounding the use of information, and access and use information ethically and legally" (Association of College and Research Libraries, 2000, pp. 2-3). Learners within academic library settings use information resources toward specific endslearner-constructed research and writing projects that offer new perspectives on particular topics. Such projects may take the form of individual research papers and/or class presentations, literature reviews, theses, e-portfolios, web pages, or collaboratively created mini-documentaries. Learners navigate an information and technology-rich environment and learn skills that contribute significantly to the research and writing process. In this chapter 67 7

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A Radical Step: Implementing A Critical Information Literacy Model

Cited by 81 publications

References 26 publications

Reframing Information Literacy as a Metaliteracy

Reframing Information Literacy as a Metaliteracy

Empowering Students to Make Sense of an Information Saturated World: The Evolution of Information Searching and Analysis

Literacies, narratives, and adult learning in libraries

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