Identifying information need through storytelling

Abstract

Purpose The purpose of this paper is to explore the use of multicultural narratives from the website Humans of New York in a one credit information literacy course to teach concepts of information need with respect to cultural literacy and social justice. Design/methodology/approach This case study examines student responses to an in-class activity which used a problem-based learning approach. Students were asked to examine narratives and identify possible information access or use issues and to consider the cultural differences that may help or hinder information access or use. Findings Students’ writing samples show evidence of comprehension in the areas of cultural literacy and understanding information need and the development empathy with people of diverse racial, cultural and socioeconomic backgrounds. Students directly identified information need issues such as financial barriers, social stigma, lack of access to legal aid and the risk of physical harm. Students indirectly recognized concepts related to cultural literacy and social justice such as cultural norms, classism and structural racism. Originality/value While the Framework for Information Literacy for Higher Education has listed a number of social justice and cultural literacy concepts within the knowledge practices and disposition statements, the library literature has not yet studied these concepts in conjunction with teaching information need. This case study presents a lesson plan that could be applied in library classrooms to teach both cultural literacy and information need concepts.

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