Information Literacy Standards and the Politics of Knowledge Production: Using User-Generated Content to Incorporate Critical Pedagogy

Maura Seale

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Library Science and Information Literacy Literacy, Media, and Education Educational Strategies and Epistemologies

Abstract

The ACRL Information Literacy Competency Standards remain the prevailing means of understanding information literacy, particularly within higher education. There is undoubtedly value in a clearly articulated and institutionalized conceptualization of information literacy, but the Standards are inadequate, incomplete, and inculcate complacency. The careful use of user-generated content in information literacy instruction offers a means of addressing gaps as well as incorporating antiracist, feminist, and queer perspectives.

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2016Crossing thresholds: Critical information literacy pedagogy and the ACRL framework 2013Refreshing Information Literacy: Learning from Recent British Information Literacy Models 2014A Comparison of Evidence-Based Practice and the ACRL Information Literacy Standards: Implications for Information Literacy Practice 2014#selfiesinthestacks: Sharing the Library with Instagram 2017A Kairos of the Critical: Teaching Critically in a Time of Compliance 2011Web 2.0 and Critical Information Literacy 2019"Being in Time": New Public Management, Academic Librarians, and the Temporal Labor of Pink-Collar Public Service Work 2020Critical Library Instruction, Causing Trouble, and Institutionalization

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