- Battista, A., Ellenwood, D., Gregory, L., Higgins, S., Lilburn, J., Harker, Y. S., & Sweet, C. (2015). Seeking social justice in the ACRL Framework. Communications in Information Literacy, 9(2), 111.
- Beilin, I. (2015). Beyond the threshold: Conformity, resistance, and the ACRL Information Literacy Framework for Higher Education. In the Library with the Lead Pipe, 25.
- Beatty, J. (2014). Locating information literacy within institutional oppression. In the Library with the Lead Pipe, 24, 1-16.
The articles linked in this “thing” both explore opportunities within the Framework to integrate social justice into information literacy instruction and offer critiques about how successfully these intersections have been articulated and emphasized. After reading one or more of the articles above, we invite you to continue the conversation by posting your own thread or responding to another person’s thoughts in the comments field. Here are a few questions to start your thinking on this topic, but feel free to start a conversation around any social justice topic that resonates with you.
- The authors of “Seeking Social Justice in the ACRL Framework” argue that the Framework lacks “explicit articulation of the ways in which social justice issues intersect with information literacy education” (Battista et al., 114). What do you think? In what ways does the Framework offer opportunities to infuse social justice into information literacy instruction? In what ways does it fall short?
- In early drafts of the Framework, the taskforce considered including a frame tentatively titled, “Information is a Human Right” but later decided that “social justice components were better served as pieces of other frames” (Battista et al., 114). What do you think? Should “Information is a Human Right” have been included in the final draft of the Framework? Are there other “social justice” frames that should be added?
- How can the Framework be used to build critical consciousness & encourage civic engagement in students? How might you use the Framework as it exists or modify it to empower learners?
- In what ways does the Framework encourage resistance to information inequities? In what ways does it teach conformity and/or enforce hegemonic knowledge? How does one help students understand and make the best use of existing systems of knowledge while at the same time prompt them to question the validity and structure of those systems?