Liberty and Justice for All: Introduction
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This document discusses using critical pedagogy and critical librarianship to teach business and professional students. It aims to help students think critically about issues of responsibility and empower them to examine professional environments and information. The approach involves finding collaborators, reflecting deeply, and integrating intentions and actions with their disciplines of health, STEM, computer science, business, and service learning.
![Critical PedagogyCritical Pedagogy
“help[s] students to develop a
consciousness of freedom, recognize
authoritarian tendencies, empower the
imagination, connect knowledge and
trust to power, and learn how to read
both the word and the world as part of a
broader struggle for agency, justice and
democracy.” (Giroux 2012, p. 116).](data:image/gif;base64,R0lGODlhAQABAIAAAAAAAP///yH5BAEAAAAALAAAAAABAAEAAAIBRAA7)
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Liberty and Justice for All: Introduction
- 1. Liberty and Justice for All: Critical Information Literacy for Business and Professional Students Ilana Stonebraker Caitlan Maxwell Kenny Garcia Jessica Jerrit
- 2. Critical PedagogyCritical Pedagogy “help[s] students to develop a consciousness of freedom, recognize authoritarian tendencies, empower the imagination, connect knowledge and trust to power, and learn how to read both the word and the world as part of a broader struggle for agency, justice and democracy.” (Giroux 2012, p. 116).
- 3. Business, Professional Students • Business, law, medicine, education, engineering, technology • Students who went to school to go into a specific profession • Not (always) undergraduate focused
- 4. GoalsGoals • as a method of engaging with responsibility issues • a means of empowerment for students to think critically about professional information and enviroments
- 5. Our ApproachOur Approach 1. Find Collaborators/ Build Connections 2. Reflect Deeply 3. Integrate and Align our Intents and Actions with Discipline
- 6. • Kenny Garcia- Health • Jessica Jerrit- STEM • Caitlan Maxwell- Computer Science and Career/Vocational • Ilana Stonebraker- Business and Service- Learning
- 7. Critical LibrarianshipCritical Librarianship “strives to examine librarianship through a critical lens, looking for intersections of librarian practice and social justice” (Elmborg 2006).
Editor's Notes
- For those not familiar with the United States Pledge of Allegiance, I will spare you the long history, but I will spoil the ending. The final words are “With Liberty and Justice for All” Liberty, the state of being free within society from oppressive restrictions imposed by authority, coupled with Justice, behavior or treatment according to what is morally right and fair, are promised every morning by school children across America for all, everyone, the whole. Critical Information Literacy “involves developing a critical consciousness about information, learning to ask questions about the library's (and the academy's) role in structuring and presenting a single, knowable reality.” (Elmborg 2006) In that spirit, we approach critical information literacy not just as a noble experiment inside of literature and composition classrooms, but as part of our pursuit of liberty and justice for all. But as we know, liberty and justice sounds great as a far off goal, but it becomes more complicated when we enter the classrooms of the those less focused on the liberty and justice but rather in the pursuit of strong job prospects, sustainable bottom lines, and continued growth.
- To which we ask: what does an critical conscious professional look like, and how does an critical conscious professional find, use and disseminate information?
- Business and professional students refers to a group of majors, which together makes up the majority of degrees offered in the United States.
- The intent of this panel to define, discuss and embrace critical information literacy for professional student.Our goal to examine critlib
- The panel presenters today are predominantly business librarians. We met at ACRL 2015 and start an online discussion group to discuss how we can approach business degrees (and professional degrees) for critical information literacy. Our own work in this area reflect three main themes, or approaches, which we consider to be vital for engaging with critical information literacy in professional programs. The first to find collaborators and build connections. Critical pedagogy and critical theory did not grow out of librarianship, but rather critical librarianship grew out of an environment that seeded critical communities in many other disciplines. Many professional programs have pockets of critical communities already inside their domains and it is important to listen to those communities and the ways they have manifested. This includes education standards, scholarship and theory. Second, we acknowledge that to practice critical information literacy inside of a professional degree program may feel at times like an insurmountable task. Professional education, especially business education, is typically the embodiment of the neoliberalistic and capitalist-centered pedagogy that critical information literacy scholars urge us to fight against, making it challenging for business and others librarians to integrate critical information literacy into the curriculum in a meaningful way. Therefore, the challenge is not to create the largest good, but to do the least harm, and reflect upon your own actions affect the program in which you work. Finally, we look to integrate and alight our pursuit of liberty and justice our intents and actions inside of those disciplines to grow programs and services which align with the critlib spirit. As Warren Buffet said in his biography Of Permanent Value, “someone is sitting in the shade today because someone planted a tree a long time ago” (Kilpatrick, 2007). This approach is a process, a seed planted, not the final product.
- What does critical information literacy look like in ___? Where does or could critical information literacy fit into the curriculum? What unique challenges affect the discipline?