PhD Research Student
University Of Strathclyde
• Theoretical grounding
• Skills-based frameworks
Critical Information Literacy
• In practice
Critical pedagogy “help[s] students to develop a
consciousness of freedom, recognise
authoritarian tendencies, empower the
imagination, connect knowledge and truth to
power, and learn how to read both the word and
the world as part of a broader struggle for
agency, justice and democracy.”
- Henry Giroux (2012, p.116)
“an effort to deny the ancillary status
of librarianship by inventing a social
malady with which librarians as
‘information professionals’ are
uniquely qualified to deal.”
- Foster (1993, p.346)
“Information literacy is not as empowering
as the library profession would like to
- Doherty and Ketchner (2005)
“[f]ar from contributing to equitable
education outcomes, this [information
literacy] framework for school library
research masks an exclusionary ideology.”
- Kapitzke (2003)
“hindering the transformation of…students
and inhibiting their impact on the world”
- Pankl and Coleman (2009, p.8)
“a limited perception of [information
literacy] as a neutral process which is
entirely unaffected by any kind of social,
political or historical background”
- Špiranec and Zorica (2010, p.142-143)
Update the Information literacy competency standards
for higher education so that they reflect the current
thinking on such things as the creation and
dissemination of knowledge, the changing global
higher education and learning environment, the shift
from information literacy to information fluency, and
the expanding definition of information literacy to
include multiple literacies, e.g., transliteracy, media
literacy, digital literacy, etc.
- ACRL (2013)
Would aim to “reverse trends of
exclusion from political participation and
enable people to participate in the
decisions and events that affect their
- Whitworth (2009, p.118)
Sharing and dialogue between students
Fostering intellectual curiosity
Research relevant to students’ lives
(Pankl and Coleman 2009, p.9)
Challenging authority determined by authorities
(Cope 2009, p.25)
Raising awareness of manipulation by outside forces
Contact zone pedagogy
(Torrell 2009, pp.89-103)
Association of College and Research Libraries (ACRL) (2013) ACRL Information Literacy Competency
Standards for Higher Education Task Force [Online] Available from:
http://www.ala.org/acrl/aboutacrl/directoryofleadership/taskforces/acr-tfilcshe [Accessed 17 June
ACRL (2000) Information Literacy Competency Standards for Higher Education. American Library
Association, Chicago, IL. [Online] Available from:
<http://www.ala.org/acrl/sites/ala.org.acrl/files/content/standards/standards.pdf> [Accessed 13
Cope, J. (2009) Information Literacy and Social Power. Critical Library Instruction:Theories and
Methods, eds. M.T. Accardi, E. Drabinski and A. Kumbier, pp.13-28. Library Juice Press, Duluth, MN.
Cornelius, I. (2002) Theorizing information science in: B. Cronin (Ed.) Annual Review of Information
Science and Technology (ARIST),Vol. 36, Information Today,pp. 393–425.
Day, R. E. (2010) “The Self-Imposed Limits of Library and Information Science:Remarks On the
Discipline, On the Profession, On the University, and On the State of “Information”in the U.S. at Large
Today”. InterActions:UCLA Journal of Education and Information Studies, 6(2).
Doherty, J.J. and Ketchner, K. (2005) Empowering the Intentional Learner: A Critical Theory for
Information Literacy Instruction. Library Philosophy and Practice, 8(1), pp. 1–10.
Elmborg, J. (2006) Critical Information Literacy:Implications for Instructional Practice. The Journal of
Academic Librarianship,32(2), pp. 192-199.
Eryaman, M.Y. (2010) The Public Library as a Space for Democratic Empowerment: Henry Giroux,
Radical Democracy, and Border Pedagogy.Critical Theory for Library and Information Science, eds. G.K.
Leckie et al., pp. 131-142. Libraries Unlimited, Oxford.
Foster, S. (1993) Information Literacy: Some Misgivings. American Libraries, 24(4), pp.344–346.
Gage, R. A. (2004) “Henry Giroux’s “Abandoned Generation” & Critical Librarianship”, Progressive
Librarian,23(Spring 2004), pp. 64-74.
Giroux, H. (2012) Education and the Crisis of PublicValues. Peter Laing, NewYork.
Giroux, H. (2011) On Critical Pedagogy. Continuum, NewYork.
Giroux, H. (2010) Lessons to be learned from Paulo Freire as education is being taken over by the mega
rich. Truthout [Online] Available from: <http://archive.truthout.org/lessons-be-learned-from-paulo-
freire-education-is-being-taken-over-mega-rich65363> [Accessed 13 May 2013].
IFLA (2006) Beacons of the Information Society:The Alexandria Proclamation on Information Literacy
and Lifelong Learning [Online] Available from: <http://www.ifla.org/publications/beacons-of-the-
information-society-the-alexandria-proclamation-on-information-literacy> [Accessed 13 May 2013].
Jacobs,H.L.L.M. and Berg, S. 2011. Reconnecting Information Literacy Policy with the Core Values of
Librarianship. Library Trends 60(2), pp. 383-394.
Kapitzke, C. (2003) (In)formation literacy: A positivist epistemology and a politics of (out)formation.
Educational Theory 53(1), pp.37-53.
Keer, G. (2009) Critical Pedagogy and Information Literacy in Community Colleges. Critical Library
Instruction:Theories and Methods, eds. M.T. Accardi, E. Drabinski and A. Kumbier, pp.149-160. Library
Juice Press, Duluth, MN.
Kopp, B.M. and Olson-Kopp, K. (2009) Depositories of Knowledge: Library Instruction and the
Development of Critical Consciousness. Critical Library Instruction:Theories and Methods, eds. M.T.
Accardi, E. Drabinski and A. Kumbier, pp.55-68. Library Juice Press, Duluth, MN.
O’Connor, L. (2009) Information literacy as professional legitimation:The quest for professional
jurisdiction. Library Review 58(4), pp. 272-289.
Pankl, E. and Coleman, J. (2009) “There’s nothing on my topic!” Using the theories of OscarWilde and
Henry Giroux to develop critical pedagogy for library instruction. Critical Library Instruction:Theories
and Methods, eds. M.T. Accardi, E. Drabinski and A. Kumbier, pp.3-12. Library Juice Press, Duluth, MN.
Society of College, National and University Libraries (SCONUL) (2011) The SCONUL Seven Pillars of
Information Literacy: Core Model for Higher Education [Online] Available from:
<http://www.sconul.ac.uk/sites/default/files/documents/coremodel.pdf> [Accessed 13 May 2013].
Špiranec, S., & Zorica, M. B. (2010) Information Literacy 2.0: hype or discourse refinement? Journal of
Torrell, M.R. (2009) Negotiating Virtual Contact Zones: Revolutions in the role of the research workshop.
Critical Library Instruction:Theories and Methods, eds. M.T. Accardi, E. Drabinski and A. Kumbier, pp.89-
104. Library Juice Press, Duluth, MN.
United Nations Educational, Scientific and Cultural Organization (UNESCO) (2012) Media and
Information Literacy for Knowledge Societies [Online] Available from:
13 June 2013].
Whitworth (2013) The politically and socially empowering dimensions of information literacy. Chat
Literacy Blog [Online] Available from: <http://community.eldis.org/.5b8e33ea> [Accessed 13 May
Whitworth (2011) Information literacy and noöpolitics.Information Literacy:Infiltrating the agenda,
challenging minds, eds. G.Walton and A. Pope, pp.187-218. Chandos Publishing, London.
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