This document provides an overview of the key topics and methodology for a research study on critical information literacy. It discusses challenges with the current model of information literacy instruction in schools and how critical pedagogy can help address these issues. The proposed mixed methods study will use questionnaires, repertory grid interviews, participant diaries, and focus groups to understand students' political knowledge and attitudes. The goals are to apply critical theory to information literacy and suggest developments to better engage students in social and political issues.
El pensamiento liberador basado en las propuestas de Paulo Freire, Simón Rodríguez y Prieto Figueroa en el marco del plan de la patria. Propone una educación que crítica, constructivista en la formación del dominio de una lengua extranjera (este caso el inglés), valorando los aspectos inherentes socio-culturales de toda lengua y adaptarlos a las presentes necesidades educativa como lo es el aprendizaje mixto, a distancia y el virtual interactivo.
El pensamiento liberador basado en las propuestas de Paulo Freire, Simón Rodríguez y Prieto Figueroa en el marco del plan de la patria. Propone una educación que crítica, constructivista en la formación del dominio de una lengua extranjera (este caso el inglés), valorando los aspectos inherentes socio-culturales de toda lengua y adaptarlos a las presentes necesidades educativa como lo es el aprendizaje mixto, a distancia y el virtual interactivo.
Media Literacy, Artificial Intelligence and American ValuesRenee Hobbs
Delivered at the Holland Symposium at Angelo State University, February 15, 2024.
Digital tools are used to create a tsunami of entertainment, information, and persuasion that floods into our daily lives because media messages influence knowledge, attitudes, beliefs and behaviors. Some people are overwhelmed and others are exhilarated by the rise of generative AI, which is quickly becoming normative for both creators and consumers alike. At the same time, mistrust and distrust are rising because it’s so easy to use digital media tools to activate strong emotions, simplify information, and attack opponents. Thanks to algorithmic personalization, new forms of propaganda are being created and shared on social media. Tailored to our deepest hopes, fears, and dreams, these messages can, at times, seem irresistible.
But the practice of media literacy education offers a humanistic response to the changing nature of knowledge caused by the rise of big data and its reshaping of the arts, business, the sciences, education, and the humanities. Learn how educators can help learners to ask critical questions that enable people to recognize the subtle forms of manipulation embedded in all forms of symbolic expression. Gain an understanding of the business models and technological affordances of AI, machine learning, and big data in order to distinguish between harmful and beneficial AI tools, texts, and technologies. Learn why creative and critical thinking, when it is combined with intellectual humility and empathy, help people develop the identity of a lifelong learner. When media literacy is embedded in education at all levels, people can find common ground, restore trust, and deepen respect for the shared human values of care and compassion.
BIOGRAPHY
Renee Hobbs is one of the world’s leading experts on media literacy education. She is Founder of the Media Education Lab, a global online community. Hobbs’s book, Mind Over Media: Propaganda Education for a Digital Age won the 2021 Prose Award for Excellence in Social Sciences from the American Association of Publishers. She began her career by offering the first teacher education program in media literacy education at Harvard Graduate School of Education. She has since inspired a generation of students, teachers, and citizens on four continents who have helped develop a global media literacy movement. As a full professor at the University of Rhode Island, Hobbs has published 12 books and more than 200 scholarly and professional articles. Her engaging talks clearly demonstrate how media literacy can be implemented in home, school, workplace, and community settings. Audiences enjoy Hobbs’ passion and energy and the skillful way she engages people from all walks of life in ways that activate critical thinking about contemporary popular culture and media messages, especially the new types of persuasive genres on social media that may escape people’s scrutiny.
A critical review of the literature pertaining to the networking behaviours of young jobseekers, in both offline and online environments. A model from information behaviour theory is proposed as a suitable theoretical framework for future research in this area.
Science dissemination 2.0: Social media for researchers (MTM-MSc 2022)Xavier Lasauca i Cisa
In this workshop (Master in Translational Medicine-MSc, University of Barcelona's Faculty of Medicine-Hospital Clínic, 25 May 2022) I summarised the benefits which can be gained from use of social media (specially Twitter, blogs and other networks and repositories) to support research activities, and I provided examples of these socialnetwork sites as tools for scientific communication, as well as resources to increase the diffusion, visibility and impact of the scientific production. Structure of the lecture: Introduction,The digital revolution, Altmetrics, Open science, Active listening, Twitter, Professional networking, Blogging, Sharing, Digital identity building, References to deepen and Conclusions.
Lectures: Scientists & Advocacy / Models of Science CommunicationMatthew Nisbet
Slides from class lectures and discussion in the American University course COM 589: "Communication, Culture and the Environment," Spring 2014.
http://climateshiftproject.org/com-589-communication-culture-and-the-environment-spring-2014/
Research methods for CDA of open policy in VirginiaJamison Miller
These slides are from my presentation in a research seminar course where I am designing a study that will be part of my PhD dissertation. I outline my theoretical framework in critical theory and semiotics, the approach of critical discourse analysis (CDA), data collection and data analysis.
Media Literacy Education in a Global SocietyRenee Hobbs
What We’re Learning and What We Still Need to Know
By Renee Hobbs
Media literacy education has greatly increased in visibility as increasing political polarization continues to threaten democratic societies. Around the world, tech companies invest in media literacy education, hoping that it will stave off regulation of their digital platforms. Journalists and politicians hope media literacy education will increase the public’s appetite for quality journalism to improve civic education. Parents expect that media literacy will help protect their children against the harms and risks of growing up with social media. And educators at all levels are beginning to recognize that the 4 C’s of media literacy (critical thinking, creativity, collaboration, and communication skills) are increasingly central to an emerging conceptualization of a “new liberal arts” education. Which of these themes and areas of emphasis are privileged as media literacy education is implemented around the world? What are the most urgent needs still to be addressed? How can the many stakeholders for media literacy better coordinate their efforts to accelerate implementation?
Learn more: www.mediaeducationlab.com
From open and citizen science to activism: roles of academic staffWeb2Learn
Talk at the INOS webinar "From Open and Citizen Science to Activism: Roles for Academic Staff" https://inos-project.eu/2022/06/08/from-open-and-citizen-science-to-activism-roles-for-academic-staff / July 7, 2022
Metaliteracy Presentation at Dartmouth CollegeTom Mackey
Keynote presentation by Trudi Jacobson and Tom Mackey for the New England Library Instruction Group (NELIG) Annual Program at Dartmouth College, Hanover, NH.
Dissemination 2.0 - the role of social media in research disseminationPetter Bae Brandtzæg
Dissemination 2.0 - the role of social media in research dissemination.
My talk at The 6th Munin conference 2011 – Enhancing publications. Tromsø, Norway, 23.11.2011 http://www.ub.uit.no/baser/ocs/index.php/Munin/MC6
Plagiarism and AI tools: an example of linking information- and digital liter...
Smith - Towards a model of critical information literacy instruction for the development of political engagement and knowledge
1.
2. Introduction
0 Context
0 Critical pedagogy
0 Information literacy
0 Critical information literacy
0 Methodology and methods
0 Challenges
0 Conclusions
0 Anticipated outcomes
2
3. Research Problem
Information literacy is presented as
“unproblematic, atheoretical and apolitical”
(Kapitzke, 2003). It is hypothesised that gaps exist in
the structure of information literacy tuition in UK
secondary schools which means that information
literacy focuses on skills-based technical aspects of
information seeking and does not adequately address
critical thinking skills which enable students to
critically assess the information they encounter and
the structures in which the information and
knowledge is held.
3
5. “While young people are interested in social
and political issues they do not focus their
concerns on engagement with formal political
systems. Many hold negative views about
politics, such as feeling that they have little
control over what the government does.”
(Grundy and Jamieson 2004, p.237)
5
6. “It is not possible to assess whether
young people are more disenchanted
with politics than their predecessor
generations.”
(White et al. 2000, p.44)
6
8. 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.”
(Giroux 2012, p.116)
8
9. “Giroux suggests that adults have written
their own dystopian values of selfish
individuality, fear, greed, and cynicism
onto the lives of youth and children
without providing them voice or forum to
imagine alternative perspectives and
ways of being external to the dictates of a
rapacious and homogenizing
consumerism.”
(Gage 2004, p.68)
9
13. “The meaning of information literacy has
never been fixed, despite its being the
topic of numerous conferences and a
considerable body of scholarly work.”
(Kapitzke 2003, p.40)
13
14. “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)
14
15. “LIS cast as a science has flattened
libraries and information systems/
products into objective and neutral
entities studied without reference to
context or power.”
(Buschman 2007, p.1492)
15
16. Libraries contribute
to democratic ideals:
0 Information
provision
0 Equity of access
0 Education
0 Independent
learners
0 Intellectual freedom
0 Public spaces
0 Privacy
16
17. “Information literacy practices are
closely related to and complementary
with those of liberatory education
practices.”
(Keer 2010, p.157)
17
19. Information Literacy Critical Literacy
0 Information 0 Critical thinking
seeking skills
0 Decision-making 0 Analysis and
0 Cognitive elements critiquing skills
0 Identifying 0 Identifying
information need underlying power
0 Locating,
structures
evaluating, using 0 Acquisition of
information agency
19
20. “A critical approach to information
literacy development means changing the
view of education as the transfer of
information or “getting the right
knowledge into students’ heads” to an
awareness of each person’s agency and
ability to make meaning within the
library setting.”
(Elmborg 2006, p.194)
20
21. Critical information literacy would aim to
“reverse trends of exclusion from
political participation and enable people
to participate in the decisions and events
that affect their lives.”
(Whitworth 2009, p.118)
21
23. Methodological Approach
0 Mixed methods
0 Qualitative analysis
0 Narrow focus
0 In-depth
0 Critical theory will inform the collection and
interpretation of data
23
25. 0 General sense of levels of political knowledge
0 Range of questions about local, national and
EU politics
0 Multiple choice answers
0 Short – 20 questions
0 Identify possible trends
25
27. 0 Elements identified
0 Constructs developed
0 Elements and constructs related to each other
0 Minimises researcher bias
0 Better idea of participants’ political constructs
0 Quantitative analysis
27
29. 0 Two weeks
0 Guidelines provided
0 Able to ask questions
0 Conceptual content
0 Variety of formats
0 Led by participants
29
30. Participants will have the
option to contribute to the
diary by submitting posts to
private tumblr accounts.
0 Text
0 Audio
0 Video
0 Quotes
0 URLs
If they have questions they
can submit these and I can
respond to them.
30
32. 0 Discussion topics based on the
constructs extrapolated from repertory
grid interviews and diaries
0 In-depth view of attitudes and
behaviour
0 How participants communicate with
each other and share information
32
34. 0 Co-operation of school and staff
0 Getting students to participate and continue to
contribute to all stages
0 Participant understanding of research
0 Relatively novel methods and unfamiliar topic
34
35. Challenges
0 Limited school resources
0 Teachers, librarians, learning resources, libraries
0 Education and qualification of library staff
0 LIS qualifications, pedagogical theory, politics
0 Challenging the status quo
0 Power, stereotypes, resistance to change
35
36. Anticipated Outcomes
0 Application of critical theory to information
literacy – firmer academic footing and
engagement in social and critical theory;
0 Development of information literacy theory and
understanding of the field, adding weight to the
argument about value of libraries;
0 Suggestions for developments to be made to
information literacy practice.
36
37. Conclusions
0 Libraries are ideal providers of critical
information literacy instruction, and must
engage with the political issues surrounding
pedagogy to effectively apply critical theories;
0 Critical information literacy is an approach that
could be taken to further develop information
literacy theory and practice;
0 Engagement with substantive professional
issues is of benefit to LIS, learners and wider
society.
37
38.
39. References
0 Buschman, J. 2007. Democratic theory in library and information science: toward an emendation. Journal of
the American Society for Information Science and Technology 58(10), pp. 1483-1496.
0 Elmborg, J. 2006. Critical Information Literacy: Implications for Instructional Practice. The Journal of
Academic Librarianship, 32(2), pp. 192-199.
0 Foster, S. 1993. Information literacy: some misgivings. American Libraries 24(4), pp. 344-346.
0 Gage, R.A. 2004. Henry Giroux’s “Abandoned Generation” & Critical Librarianship. Progressive Librarian,
23(Spring 2004). pp. 64–74.
0 Giroux, H. 2012. Education and the Crisis of Public Values. New York: Peter Lang.
0 Grundy, S. and Jamieson, L. 2004. Action, Reaction, Inaction? Young Adults’ Citizenship in Britain. Sociológia
36, pp. 237-245.
0 Kapitzke, C. 2003. (In)formation literacy: A positivist epistemology and a politics of (out)formation.
Educational Theory 53(1), pp.37-53.
0 Keer, G. 2010. Critical Pedagogy and Information Literacy in Community Colleges. In Accardi, M.T. et al. eds.
Critical Library Instruction: Theories and Methods. Duluth, MN: Library Juice Press. pp. 149-59.
0 Morrell, E. 2004. Becoming critical researchers: Literacy and empowerment for urban youth. New York: Peter
Lang.
0 White, C., Bruce, S. and Ritchie, J. 2000. Young Peoples’ Politics. Political Interest and Engagement amongst 14-
24 Year Olds. York: Joseph Rowntree Foundation.
0 Whitworth, A., 2009. Teaching in the relational frame: the Media and Information Literacy course at
Manchester. Journal of Information Literacy [Online] 3(2), pp. 25–38. Available at:
http://ojs.lboro.ac.uk/ojs/index.php/JIL/article/view/PRA-V3-I2-2009-2 [Accessed 28 February 2013].
39
40. Image Attribution
0 Slide 4: CC lorri 37on flickr
0 Slide 7: CC truthout.org on flickr
0 Slide 10: CC gwenboul on flickr
0 Slide 13: CC gadgetgirl on flickr
0 Slide 16: CC pete fletch on flickr
0 Slide 18: CC great beyond on flickr
0 Slide 22: CC albertogp123 on flickr
0 Slide 24: CC moff on flickr
0 Slide 28: CC ed___209 on flickr
0 Slide 30: CC albyantoniazzi on flickr
0 Slide 31: CC rodcasro cc on flickr
0 Slide 33: CC scott hamlin on flickr
40