Cyborgs in the Academic Library: A Cyberfeminist Approach to Information Literacy Instruction

Abstract

This article expands on the figure of the cyborg librarian (Yoder 2003), specifically addressing its overtly cyberfeminist intentions. Drawing on critical information literacy and feminist pedagogy, the cyborg is positioned within the discussion of academic library instruction. This article suggests cyberfeminist techniques for encouraging students to navigate complex and diasporic information resources while thinking critically about issues of diversity and inclusion. Also provided are examples of ways in which the cyborg can guide students to use digital technologies to subvert the narratives that are woven throughout dominant information and knowledge paradigms.

Effectiveness of instruction-based information literacy training on the readiness of lifelong learning and the students’ information literacy ability

“…The opinion of students on the library that researchers found was that they considered the library as a place to read only. However, after participating in the information literacy training intervention, students consider that the library can be used as a means to provide training or services that optimise students' literacy skills (Piper & Tag, 2011;Schlesselman-Tarango, 2014). Learners can search for, assess and use information more optimally if they are directed and given training.…”

“…and abilities increase (Cuervo Sánchez et al, 2021;Schlesselman-Tarango, 2014;Shane & Shane, 2005;Swanson, 2005). This information literacy training can be carried out by educational institutions through libraries or integrated into the learning process by teachers.…”

“…Overall, this instruction-based information literacy training has a good effect on students' learning readiness and information literacy skills. This result is influenced by several factors; first, the nature of the information training and the continuity of implementation so that students are optimally trained in their information literacy skills (Schlesselman-Tarango, 2014;Subban, 2013). There are several obstacles that researchers found that caused the students' information literacy skills to be low, including limited international language skills which made it difficult for them to use international databases and the lack of infrastructure in schools to support students' information literacy skills, for example, Internet services and hardware.…”

Unveiling the veiled: Wikipedia collaborating with academic libraries in Africa in creating visibility for African women through Art+Feminism Wikipedia edit-a-thon

“…At the most elementary level, the cyborg can be thought of as a human–machine hybrid or a monster of sorts. However, in respect of cyberfeminism, the cyborg is a symbol of one who interacts with digital technology to create social change (Schlesselman-Tarango, 2014). Before the advent of the digital age, technology was a key source of male power.…”

Library instruction and information literacy 2014

“…The results show evidence that the students' understanding of government documents improved after their library session. -Tarango, G. (2014), "Cyborgs in the academic library: a cyberfeminist approach to information literacy instruction", Behavioral & Social Sciences Librarian,Vol. 33 No.…”