I do not know many faculty members who honestly think that more standards and more standardization will improve teaching and learning. Librarians who identify with these labels, generally speaking, seek to anchor information literacy practice and librarianship as a whole to a commitment to both principles of social justice and a systematic critique of the power relations within which our field operates.
The Framework, despite its debatable greater theoretical sophistication, its great flexibility as a tool for enabling dynamic and creative information literacy instruction, and its emphasis on collaborative learning, still posits as its goal an individual student who has become a master or expert of our system of information.
These questions speak to one of the basic conundrums of critical librarianship and critical information literacy, namely: Along the way we will explore our local museums and other places where we interact with the visual production of our society.
Works Cited Accardi, Maria T. In this article I will review and compare some of the critiques of the Framework voiced thus far. The course is a comprehensive survey that begins with the basics of human evolution and covers the history and material culture of key ancient civilizations, not least those that populated the Mesopotamian and Mediterranean basins.
For more information on the program and the application process, please see http: Natural Science This course introduces students to Paleopathology.
Theories and Methods, edited by Maria T. They were proposed by educational theorists Erik Meyer and Ray Land with reference to teaching concepts in economics. Probably the most extensive though not exhaustive bibliography of critical information literacy we have is to be found in the recent dissertation by B.
Failing to resist all too easily provides reinforcement to the existing system, and helps reproduce it. Libraries in the Academy 11 3: Threshold concept theory, both as it was originally formulated and as it is applied in the Framework, can be seen as a reification of privileged knowledge that is historically and culturally contingent.
Another set of critiques has dissected the theoretical approach of the Framework, and while not complaining so much about jargon, still finds it flawed, often fatally so.
Not a general education course Designations: But a critical information literacy expects more than this and wants more for students ; it pushes information literacy instruction, in various ways, not to be limited by this goal.
Scholarship in Practice This seminar style course introduces students to arts administration by exploring basic administration and management principles as they relate to the visual and performing arts.
We want our students to succeed, but do we want the system that will enable their success to succeed as well? Through readings, class discussion, ethnographies, newspaper articles, and films we will examine the distinctive cultural practices of Native communities in different geographic areas as well as explore the ways in which Native people today maintain cultural identity and sovereignty in response to the ever-changing social conditions of life in the 21st century.
Drabinski Critical advocates of the Framework, myself included, would claim in response that it actually encourages kairos by not prescribing any specific learning outcomes or benchmarks.
While the framework does an admirable job of showing how threshold concepts can help shift information literacy toward a pedagogy that stresses the development of self-critical and self-conscious learning in the student, it does not state as its goal the formation of possible solidarities for the student to help change the information system itself, nor the hierarchies of knowledge and status within academia.
Hofer, and Korey Brunetti. Representation in Library Catalogs. But they may end up functioning as the means to merely reinforce disciplinary boundaries and institutional hierarchies. Cross-Cultural Studies X This course surveys the history of African art, covering numerous regions of the vast continent.
BeattyWhen we unwittingly adopt this language to describe the learning processes that we wish to encourage, we may be leaving fundamental neoliberal premises unquestioned.
It should have been expected that the lively debates among librarians have included searching, systematic, and thoroughgoing critiques of both the fundamental assumptions and the theory underlying the Framework and even its reason for existing at all.
Their observations are relevant to the aspirations of critical information literacy and the basic dilemma that questions around the Framework have called attention to.
They not only need information and sources, and to learn how to conduct research, they also need to master the conceptual frameworks that will enable them to effectively and convincingly make persuasive arguments.
These critiques have been thorough. The answers to these questions are varied and complex, and they are being explored by the many librarians who theorize and practice critical information literacy.
I think we will see more creative examples in the coming years, thanks, ironically perhaps, to the Framework, which, as I stated at the outset, has opened up the possibilities for action and maneuver on the part of instruction librarians, despite its ideological baggage.
When does it take place?Port Manteaux churns out silly new words when you feed it an idea or two.
Enter a word (or two) above and you'll get back a bunch of portmanteaux created by jamming together words that are conceptually related to your inputs. For example, enter "giraffe" and you'll get back words like "gazellephant" and "gorilldebeest".
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In Brief: The recently adopted ACRL Framework for Information Literacy for Higher Education has generated much critique and discussion, including many important reflections on the nature of information literacy and librarianship ultimedescente.com article provides a brief consideration of some of these responses and as well a critique of the.
Course Area: Not a general education course Designations: Formative Experiences, Upper Division Writing Competency Completion of an Honors in the Major Thesis will count for both Upper-Division Writing and Formative Experiences.
This process normally takes two to three semesters, during which you will register for six to nine hours of .Download