A Kairos of the Critical: Teaching Critically in a Time of Compliance

Communications in Information Literacy. 2017;11(1):76-94 DOI 10.15760/comminfolit.2017.11.1.35

 

Journal Homepage

Journal Title: Communications in Information Literacy

ISSN: 1933-5954 (Print)

Publisher: Communications in Information Literacy

LCC Subject Category: Bibliography. Library science. Information resources: Information resources (General)

Country of publisher: United States

Language of fulltext: English

Full-text formats available: PDF

 

AUTHORS

Emily Drabinski (LIU Brooklyn)

EDITORIAL INFORMATION

Double blind peer review

Editorial Board

Instructions for authors

Time From Submission to Publication: 16 weeks

 

Abstract | Full Text

The promise of critical pedagogy lies in its capacity to change lives as librarians try new ways of thinking and teaching that challenge systems of power that privilege some and not others. In the last ten years, critical pedagogy has moved from the margins to the center, most clearly in its influence on the new Framework for Information Literacy in Higher Education. Frames like Information has Value and Authority is Constructed have long been tenets of critical voices in the field, voices that can now be heard emanating from the center of our professional lives. And yet, critical approaches to teaching and learning face acute challenges from a higher education environment that increasingly values teaching and learning by the numbers, tying everything from accreditation to book budgets to quantifiable outcomes. Surfacing these tensions can inform the actions librarians take in the classroom.