评估关键信息素养

Q2 Social Sciences
Lauren N. Smith, A. Hicks
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引用次数: 0

摘要

这期特刊标志着编辑们一年多的计划,以及来自不同作者和JIL学术基础设施中的关键参与者长达数月的艰难写作、评论和文案编辑的高潮。作为本期特刊的编辑,我们最初的目标是突破目前所理解的关键信息素养(CIL)的界限。自Drabinski和Kumbier的收藏《批判性图书馆教学》(2010)以来,CIL领域一直在逐步扩大,Tewell在2015年的总结中对此进行了全面介绍。最近,该领域从有价值的实用出版物中获益,包括Pagowsky和Kelly的《批判性图书馆教育学讲义》(2016)和Brookbank和Haigh的《实践中的批判性图书馆教育》(2021),这些出版物侧重于高等教育中信息素养(IL)教学的批判性方法的良好实践。根据我们在英国的经验,围绕如何使教育和教学更具包容性和社会公正性的讨论似乎也经常包括承认图书馆和图书馆员可以发挥作用,以及更多的图书馆员正在探索批判性教学法并将其应用于他们的IL实践。然而
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Taking stock of critical information literacy
This special issue marks the culmination of over a year of planning on the editors’ part, and several hard months of writing, reviewing, and copyediting from the various authors and key players within the JIL scholarly infrastructure. As editors of this special issue, we originally set out with the goal of pushing the boundaries of critical information literacy (CIL) as it is currently understood. The field of CIL has been expanding gradually since Drabinski and Kumbier’s collection Critical Library Instruction (2010), as Tewell comprehensively covers in his 2015 summary. More recently, the field has profited from valuable practical publications, including Pagowsky and Kelly’s Critical Library Pedagogy Handbooks (2016) and Brookbank and Haigh’s collection Critical Library Pedagogy in Practice (2021), which focus on good practice for critical approaches to information literacy (IL) instruction and teaching in higher education. From our UK experience, it also seems that discussions around how to make education and teaching more inclusive and socially just more often include acknowledgement that libraries and librarians have a role to play, and that more librarians are both exploring critical pedagogies and applying them to their IL practices. However,
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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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