Ideology and Critical Self-Reflection in Information Literacy Instruction

Autor/in	Critten, Jessica
Titel	Ideology and Critical Self-Reflection in Information Literacy Instruction
Quelle	In: Communications in Information Literacy, 9 (2015) 2, S.145-156 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1933-5954
Schlagwörter	Ideology; Critical Thinking; Reflection; Information Literacy; Bias; Evaluation Problems; Evaluation Methods; Information Sources; Marxian Analysis; Student Empowerment; Critical Reading; College Students; Praxis; Case Studies; Georgia + Suchen Sie Ihr Suchwort? Ideologie; Kritisches Denken; Informationskompetenz; Information source; Informationsquelle; Marxism; Marxismus; Studienberechtigung; Kritisches Lesen; Collegestudent; Case study; Fallstudie; Case Study
Abstract	Information literacy instruction traditionally focuses on evaluating a source for bias, relevance, and timeliness, and rightfully so; this critical perspective is vital to a well-formed research process. However, this process is incomplete without a similar focus on the potential biases that the student brings to his or her interactions with information. This paper describes a case study of a semester-long information literacy course that utilized neo-Marxist philosopher Louis Althusser's figurations of ideology and ideological state apparatuses as a site of critical self-reflection for students and a method by which students could become empowered to recognize themselves as not just consumers, but shapers of discourse. (As Provided).
Anmerkungen	Communications in Information Literacy. Director, University of Oklahoma-Tulsa Library, Schusterman Center, 4502 East 41st Street, Tulsa, OK 74135. Tel: 918-660-3222; Fax: 918-660-3215; e-mail: editors@comminfolit.org; Web site: http://www.comminfolit.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01