Description

Book Synopsis
Examines how both critical pedagogy and critical information literacy are applied throughout a credit-bearing course as well as in specific lesson plans. The ideas explored in this book can be adapted for a variety of class and course lengths and for a range of students, from first-year undergraduates to doctoral students.

Table of Contents
  • Chapter 1. Introduction — Angela Pashia and Jessica Critten
  • Chapter 2. No Room for Argument: Researching Politicized Topics as a Learner — Susan Wood
  • Chapter 3. Critical Credits: Making the Most of a First-Year Information Literacy Class — Erin Anthony, Rebekah Miller, and Marcia Rapchak
  • Chapter 4. When Students Accept Their Corporate Overlords: Privilege and Position in Our Information Society — Kate Hinnant and Robin Miller
  • Chapter 5. Balancing Acts in the Critical Library Classroom: Inviting Constructive Dialogue and Resisting “Post-Truth” Discourse in Politically Contentious Moments — Andrea Baer
  • Chapter 6. An Unfinished Journey: Towards a Democratic Information Literacy Classroom — Rachel Dineen and Lyda Fontes McCartin
  • Chapter 7. Reflections on Adopting a Critical Media and Information Literacy Pedagogy — Spencer Brayton and Natasha Casey
  • Chapter 8. Opening to the Margins: Information Literacy and Marginalized Knowledge — Christine M. Larson and Margaret Vaughan
  • Chapter 9. Manufacturing a Context: Rhetorical Implications of Standalone Critical Information Literacy Courses — Joel Burkholder
  • Chapter 10. Using Fan Studies to Put Information Literacy in Context: On Teaching a Credit Course
  • with a Theme — Nancy Foasberg
  • Chapter 11. The Machine Stops: Critical Orientations to Our Information Apparatus — Patrick Williams
  • Chapter 12. Examining Structural Oppression as a Component of Information Literacy — Angela Pashia
  • Chapter 13. Teaching Copyleft as a Critical Approach to “Information Has Value” — Kenneth Haggerty and Rachel E. Scott
  • Chapter 14. Wikipedia-Based Assignments and Critical Information Literacy: A Case Study — Amanda Foster-Kaufman
  • Chapter 15. Exploring Epistemological Lineages: Using the Gallery Walk with Students and Instructors of a First-Year Seminar Course — Gina Schlesselman-Tarango
  • Author Biographies

Critical Approaches to CreditBearing Information

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    A Paperback by Angela Pashia, Jessica Critten

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      Publisher: MP-ALA American Library Assoc
      Publication Date: Publication Date: 2/28/2019 12:00:00 AM
      ISBN13: 9780838989470, 978-0838989470
      ISBN10: 0838989470

      Description

      Book Synopsis
      Examines how both critical pedagogy and critical information literacy are applied throughout a credit-bearing course as well as in specific lesson plans. The ideas explored in this book can be adapted for a variety of class and course lengths and for a range of students, from first-year undergraduates to doctoral students.

      Table of Contents
      • Chapter 1. Introduction — Angela Pashia and Jessica Critten
      • Chapter 2. No Room for Argument: Researching Politicized Topics as a Learner — Susan Wood
      • Chapter 3. Critical Credits: Making the Most of a First-Year Information Literacy Class — Erin Anthony, Rebekah Miller, and Marcia Rapchak
      • Chapter 4. When Students Accept Their Corporate Overlords: Privilege and Position in Our Information Society — Kate Hinnant and Robin Miller
      • Chapter 5. Balancing Acts in the Critical Library Classroom: Inviting Constructive Dialogue and Resisting “Post-Truth” Discourse in Politically Contentious Moments — Andrea Baer
      • Chapter 6. An Unfinished Journey: Towards a Democratic Information Literacy Classroom — Rachel Dineen and Lyda Fontes McCartin
      • Chapter 7. Reflections on Adopting a Critical Media and Information Literacy Pedagogy — Spencer Brayton and Natasha Casey
      • Chapter 8. Opening to the Margins: Information Literacy and Marginalized Knowledge — Christine M. Larson and Margaret Vaughan
      • Chapter 9. Manufacturing a Context: Rhetorical Implications of Standalone Critical Information Literacy Courses — Joel Burkholder
      • Chapter 10. Using Fan Studies to Put Information Literacy in Context: On Teaching a Credit Course
      • with a Theme — Nancy Foasberg
      • Chapter 11. The Machine Stops: Critical Orientations to Our Information Apparatus — Patrick Williams
      • Chapter 12. Examining Structural Oppression as a Component of Information Literacy — Angela Pashia
      • Chapter 13. Teaching Copyleft as a Critical Approach to “Information Has Value” — Kenneth Haggerty and Rachel E. Scott
      • Chapter 14. Wikipedia-Based Assignments and Critical Information Literacy: A Case Study — Amanda Foster-Kaufman
      • Chapter 15. Exploring Epistemological Lineages: Using the Gallery Walk with Students and Instructors of a First-Year Seminar Course — Gina Schlesselman-Tarango
      • Author Biographies

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