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2018, vol. 17, iss. 32, pp. 3-11
Critical information literacy in the academic context
Sveučilište u Zagrebu, Filozofski fakultet, Odsjek za informacijske i komunikacijske znanosti, Zagreb, Hrvatska

emailsspiran@ffzg.hr
Keywords: critical information literacy; higher education; standards; Framework in information literacy in higher education; workplace; skills-based approach
Abstract
Although there is a wide consensus on theoretical concepts and the pragmatic focus of IL, specifically in academic librarianship, many initial premises in the field have lately been discussed and questioned. The re-examination of wide-held assumptions in information literacy, the critique of its proclaimed purpose and practical manifestations led to the shift towards critical information literacy. The aim of this paper is to determine whether critical information literacy provides a distinctive theoretical contribution to the contemporary discourse in information literacy. Based on qualitative literature analysis the authors will examine some basic ideas and conceptual assumptions of critical information literacy and contrast and compare the dominant instrumentally-focused approach to information literacy with critical approaches. Specifically, the authors will try to determine to what extent core concepts of critical information literacy reflect on questions, dilemmas and problems identified in information literacy theory and praxis in the last decades, and whether critical information literacy offers a viable framework for perceived weaknesses, with an explicit outlook to the context of higher education.

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article language: Croation
document type: Review Paper
DOI: 10.19090/cit.2018.32.3-11
published in SCIndeks: 31/05/2018

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