Overcoming Challenges to Critical Information Literacy: Primary Source Analysis as Consciousness-Raising

Authors

  • Julie M. Porterfield Penn State University Libraries

DOI:

https://doi.org/10.5195/palrap.2018.191

Abstract

Critical information literacy can be described as the application of critical pedagogy, or a theory of learning that endeavors to impact social change, to information literacy. The use of critical pedagogy in information literacy instruction is simultaneously on-trend in theory and also criticized for the obstacles to its practical implementation. Due to historic collecting practices in archives and special collections libraries, teaching with archival collections presents an advantageous way to integrate critical information literacy. This case study describes the use of primary source analysis as a critical information literacy tool in a one-shot instruction session for a cross-listed communications and women’s studies course, focusing on gender roles and communication.

Author Biography

Julie M. Porterfield, Penn State University Libraries

Instruction & Outreach Archivist and WGSS Library Liaison, Penn State University Libraries

References

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Published

2018-11-26

Issue

Vol. 6 No. 2 (2018)

Section

Practice

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