Unsettling information literacy: Exploring critical approaches with academic researchers for decolonising the university

Q2 Social Sciences
Frances Marsh
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引用次数: 3

Abstract

In the past seven years, student-led decolonisation movements have taken root in UK universities. Decolonising the university is an intellectual project, asking critical questions about the content of curricula, disciplinary canons and pedagogical approaches. It is simultaneously a material one, challenging the colonial legacies that manifest in institutional spaces, cultures and financial decisions, students’ experience and staff labour conditions (Cotton, 2018, p. 24). Academic libraries have recognised their role in addressing how ‘coloniality survives colonialism’ (Maldonado-Torres, 2007, p. 243), in particular through the diversification of collections and resources. However, libraries have neglected to interrogate their educational potential for decolonisation, specifically in exercising information literacy (IL) teaching and approaches. This qualitative research examines IL through a decolonial lens with an eye to both its colonial attributes and its potential for decolonising the curriculum. Interviews with five academic researchers are used to explore the potential for critical information literacy (CIL) in decolonial work and ask what IL might look like from a decolonial perspective. The findings of the interviews are structured according to Icaza and Vázquez’s framework of three core processes for decolonising the university; they reveal that CIL might usefully facilitate positionality, practice relationality and consider transitionality. In turn, these findings lead to a set of recommendations for unsettling IL and generating the potential for decolonisation. The relationship between CIL and decolonising the curriculum is as yet unexplored and academics’ engagement with and opinions on CIL have rarely been examined. This research therefore offers some novel contributions for IL practitioners and researchers in relation to both teaching/ learning and research. It also contributes some points of departure for a more a powerful and holistic decolonial pedagogy in the university. A more fitting approach than traditional IL, critical information literacy can become a key part of scaffolding a decolonising approach to learners’ navigation of information and processes of knowing.
不稳定的信息素养:与学术研究人员探讨大学非殖民化的关键方法
在过去的七年里,学生领导的非殖民化运动在英国大学扎根。大学的非殖民化是一个智力项目,提出了关于课程内容、学科准则和教学方法的关键问题。它同时也是一种物质遗产,挑战体现在制度空间、文化和财务决策、学生经验和员工劳动条件中的殖民遗产(Cotton,2018,第24页)。学术图书馆已经认识到它们在解决“殖民主义如何在殖民主义中幸存”方面的作用(Maldonado Torres,2007,第243页),特别是通过藏品和资源的多样化。然而,图书馆忽视了对其非殖民化教育潜力的质疑,特别是在信息素养(IL)教学和方法方面。这项定性研究通过非殖民化的视角考察了IL,着眼于其殖民属性及其课程非殖民化的潜力。对五名学术研究人员的采访旨在探索非殖民化工作中批判性信息素养(CIL)的潜力,并询问从非殖民化的角度来看,批判性信息素养可能是什么样子。采访的结果是根据Icaza和Vázquez关于大学非殖民化的三个核心过程的框架构建的;它们揭示了CIL可能有助于促进位置性、实践关系性和考虑过渡性。反过来,这些发现为扰乱IL和产生非殖民化的潜力提出了一系列建议。CIL和课程非殖民化之间的关系尚未被探索,学者们对CIL的参与和意见也很少被研究。因此,这项研究为IL从业者和研究人员在教学/学习和研究方面提供了一些新的贡献。它也为大学中更强大、更全面的非殖民化教育提供了一些出发点。批判性信息素养是一种比传统IL更合适的方法,它可以成为构建学习者信息导航和认知过程的非殖民化方法的关键部分。
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来源期刊
Journal of Information Literacy
Journal of Information Literacy Social Sciences-Library and Information Sciences
CiteScore
1.40
自引率
0.00%
发文量
18
审稿时长
24 weeks
期刊介绍: JIL is an international, peer-reviewed journal that aims to investigate information literacy in all its forms to address the interests of diverse IL communities of practice. To this end it publishes articles from both established and new authors in this field. JIL welcomes contributions that push the boundaries of IL beyond the educational setting and examine this phenomenon as a continuum between those involved in its development and delivery and those benefiting from its provision. This journal provides immediate open access to its content on the principle that making research freely available to the public supports a greater global exchange of knowledge. The journal is published under the Gold Open Access model, because the CILIP Information Literacy Group believes that knowledge should be shared. It is therefore free and requires no subscription. In addition authors are not required to pay a fee to be published in JIL. The Journal of Information Literacy is published twice a year. Additional, special themed issues are also possible and the editor welcomes suggestions. JIL has an acceptance rate of 44% for articles submitted to the journal.
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