This document discusses critical information literacy in computer science and technology fields. It outlines some key areas of literature, including feminist theories of limited access for women in STEM fields and intersectional Black feminist critiques of technology. The document also discusses possibilities for integrating these perspectives into CSS curriculum, such as topics on women in STEM, algorithms and neutrality, and coding for social justice. Challenges mentioned include the skills-based CSS curriculum and limited engagement with social issues. Collaboration with career services is presented as an opportunity to incorporate critical perspectives into career preparation.

1. Critical Information Literacy in
Computer Science (CSS) and
Technology
Caitlan Maxwell
University of Washington Bothell/Cascadia College
Campus Library

2. What’s in the literature?
Feminist theories of gender and technology:
“A core concern of the women’s movement since its
inception has been women’s limited access to
scientific and technical institutions and professions”
(Wajcman, 2007, 288).
Intersectional Black Feminist Technology Studies:
Critical theories have challenged the neoliberal
narratives that claim the Internet is the key to social
liberation and empowerment. These critiques have
done little, however, to examine how the “complex,
global patterns of capital that build the material
infrastructures of the information and
communications revolution at the expense of Black life
diasporically.” (Noble, 2016, 1).
Austin Kleon (2007). lady justice/no border. Flickr.

3. Possibilities?
• CSS curriculum and education:
• Women in STEM
• Topics in Computing
• Tech companies are under scrutiny for lack of diversity
• Intellectual property
• Algorithms and the myth of neutrality
• Community engagement--coding for social justice

4. Challenges?
• Similar challenges to other professional degrees:
• Relationship with CSS department
• Not every school has a dedicated CSS liaison
(the CSS liaison may have other subject areas)
• Limited time with students
• Undergraduate curriculum is skills based and
linear
• Most writing classes focus on technical
writing/corporate writing
• Very few courses that examine
technology and society
Wiredforlego (2013). LEGO Collectible Minifigures Series
6 : Lady Liberty. Flickr.

5. Works cited
• Wajcman, J. (2007). From Women and Technology to Gendered Technoscience.
Information, Communication & Society, 10(3), 287-298.
• Noble, S. (2016). A Future for Intersectional Black Feminist Technology Studies. The
Scholar & Feminist Online: Traversing Technologies. Published by the Barnard Center for
Research on Women. 13.3-14.1, 1-2.

6. Critical Information Literacy in
Careers/Career Services
Caitlan Maxwell
University of Washington Bothell/Cascadia College
Campus Library

7. What’s in the literature?
• Not much literature on critical approaches to career studies/services
• Career centers are integrating ‘value’ work into curriculum:
• Working with students to identify their personal values and locating employers
that match those values
• Some literature around information literacy and professional skills:
• Project Information Literacy
• Business IL and professional skills (Jason Sokoloff, Head Foster Business Library)

8. Challenges?
• Transition from college to
professional life
• Student activism can work for
or against students in the
professional world
• Corporate world doesn’t
usually provide space for
discussions on equity, diversity,
and social justice topics
RJ Matson. (2006). “Lady Justice Joins the Corporate Board” The St. Louis Post
Dispatch.

9. Possibilities
• Collaborate with career services (as well as other
services) on campus
• Career fairs
• Workshops:
• Researching corporate culture:
• Mark Bieraugel--NDLC presentation
• Provided a collaborative
workshop on researching
corporate cultures with the
institution’s PRIDE Center and
EOP staff
• Career resources:
• Include nonprofits/for-profits and social justice
• Careers in community organizing
Photo: @AltStatLiberty/Twitter