Kritička informacijska pismenost u akademskom kontekstu

Abstract

Unatoč tomu što se informacijska pismenost danas neprijeporno može smatrati konsolidiranim teorijskim konceptom i prepoznatim praktičnim područjem djelovanja u knjižničarstvu, mnoge inicijalne postavke informacijske pismenosti danas se dovode u pitanje. Brojna preispitivanja i kritike koncepta, njegove svrhe i praktičkih manifestacija rezultirale su zaokretom prema kritičkoj informacijskoj pismenosti.Cilj je ovoga rada utvrditi pruža li kritička informacijska pismenost jedinstven teorijski doprinos u suvremenim promišljanjima o informacijskoj pismenosti. U tu svrhu će se primjenom kvalitativnog pristupa analize literature ispitati osnovne ideje i konceptualna polazišta kritičke informacijske pismenosti te kontrastirati prevladavajući instrumentalno-operativni vid tumačenja informacijske pismenosti s kritičkim pristupima. Pritom će se pokušati utvrditi koliko koncepti kritičke informacijske pismenosti refl ektiraju pitanja, dileme i probleme koji su u posljednjih nekoliko desetljeća ustanovljeni u teoriji i praksi informacijskog opismenjivanja i pružaju li zadovoljavajuće uporište za uočene nedostatke, s posebnim osvrtom na visokoškolski kontekst.

Critical open access literacy as a strategy to confront the challenges in scholarly communication

“…Yet, although both domains have been the subject of great scholarly as well as political interest for a number of years, the discourse on their intersections and synergies has started to develop only recently, and mostly within the confines of the academic library community (Gelfand and Palmer, 2013;Hall, 2015;Spiranec, 2015;Warren and Duckett, 2010). The Association of College and Research Libraries (ACRL) has been a forerunner of attempts to relate OA to IL via two documents it published in 2013, which give an overview of their intersections and discuss the ways in which they could and should be intertwined and integrated in IL instruction.…”

“…In this perspective, there are multiple literacies. Namely, the emergence of Web 2.0 and multimodal and socially mediated information landscapes has led to a conceptual distortion and attempts to redefine IL, even to proposals to replace or supplement it with concepts such as transliteracy, metaliteracy, participative literacy, data literacy and academic literacy ( Spiranec, 2014( Spiranec, , 2015. As a response to and resolution of anomalies in the IL paradigm, caused by the radical transformations in information landscapes, Spiranec and Banek Zorica (2010) suggest the introduction of information literacy 2.0 as a sub-concept of IL.…”

“…As noted, the OA idea goes much further back in history than the recent information and communication explosion, but it was new technology that made it really possible. This relates in particular to the Internet, the open source software movement, and digital publishing, which enabled greater access to and the availability of all information, including scholarly, as well as to Web 2.0 which led to the fundamental turn in scholarly communication, changed perceptions on the nature of information and enabled new types of information interaction and dissemination ( Spiranec, 2015). These synergistic effects of the old tradition and new technology in the creation of OA were highlighted in the Budapest Open Access Initiative declaration (BOAI, 2002) which introduced the "open access" term and defined it as the free and unfettered online availability of scientific journal literature.…”

“…These challenges in the scholarly communication system, coupled with recent advances in technology and transformations in the information environment on the one hand, and broader information and epistemic crises on the other, require new (pedagogical) approaches and foci that would enable researchers and students to understand and navigate such a complex environment, and ultimately transform it; for this, a holistic and integrative approach to scholarly communication and information literacy (IL) is needed (ACRL, 2013;Spiranec, 2015). Scholarly communication (including OA) is impossible without IL (Hebrang Grgi c, 2016).…”

“…As such, both IL and OA have been thoroughly researched, as theoretical and pragmatic concepts, predominantly in the education and academic librarianship context. Literature on their intersections, however, has been scant (Gelfand and Palmer, 2013;Spiranec, 2015). This paper seeks to intertwine these two concepts more strongly, for mutual exchange and benefit, by analyzing their correlative aspects and the role IL has in the context of the complexities of the scholarly communication system and in achieving OA.…”