以正义为中心/以白人为中心:信息素养教学实践中的废除案例

IF 1.3 4区 管理学 Q2 INFORMATION SCIENCE & LIBRARY SCIENCE
Teresa Helena Moreno
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引用次数: 0

摘要

目的本文的目的是使可见的领域倾向于中心白,甚至在从事包容性实践的信息素养课堂。本文提供了废奴主义教育学作为理解和解决这些问题的一种手段。本文采用教育、图书馆学、女权主义研究、黑人研究和废奴研究等领域的跨学科研究方法,通过废奴主义教育学来考察和分析当前的信息素养实践,阐明如何可能扩大信息素养教学实践。当前的信息素养实践和方法旨在为种族和少数民族学习者创造包容性的学习环境,这些实践和方法依赖于一套制度化的实践,如批判性信息素养和文化维持教学法。通过废奴主义的教学视角对这些实践进行考察,揭示了该领域是如何在使用这些方法创造包容性空间的同时,对这些方法进行简化和不加批判的参与的。以废奴主义教育学为视角,这篇批判性文章考察了该领域在白人中的基础,并阐明了变革教育正义的途径。有很多关于包容性教学实践的工作,讨论了挑战信息素养结构对主流文化的依赖。迄今为止,几乎没有关于信息素养实践如何参与废除主义教学实践的学术研究。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Centering justice/decentering whiteness: the case for abolition in information literacy pedagogical praxis
Purpose The purpose of this paper is to make visible the field's propensity to center whiteness even in engaging inclusive practices in information literacy classrooms. This paper offers abolitionist pedagogy as a means to understand and address these concerns. Design/methodology/approach This paper uses interdisciplinary research methods in the fields of education, library science, feminist studies, Black studies and abolition studies to examine and provide an analysis of current information literacy practices by using abolitionist pedagogy to articulate how it is possible to expand information literacy instruction practices. Findings Current information literacy practices and methods that seek to create inclusive learning environments for racialized and minoritized learners rely on a set of institutionalized practices such as critical information literacy and culturally sustaining pedagogies. An examination of these practices through an abolitionist pedagogical lens reveals how the field has engaged in reductive and uncritical engagement with these methods despite employing them to create inclusive spaces. Using abolitionist pedagogy as a lens, this critical essay examines the field's foundations in whiteness and illustrates pathways for transformative educational justice. Originality/value There has been much work on inclusive teaching practices that discusses challenging information literacy structures' reliance on dominant culture.? To date, there has been little to no scholarship on how information literacy practices could engage in abolitionist pedagogical praxis.
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来源期刊
Reference Services Review
Reference Services Review INFORMATION SCIENCE & LIBRARY SCIENCE-
CiteScore
3.20
自引率
10.00%
发文量
16
期刊介绍: Reference Services Review (RSR ) is a quarterly, refereed journal dedicated to the enrichment of reference knowledge and the advancement of reference services. RSR covers all aspects of reference functions, including automation of reference services, evaluation and assessment of reference functions and sources, models for delivering quality reference services in all types and sizes of libraries, development and management of teaching/learning activities, promotion of information literacy programs, and partnerships with other entities to achieve reference goals and objectives. RSR prepares its readers to understand and embrace current and emerging technologies affecting reference functions, instructional services and information needs of library users.
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