Critical Information Literacy and Critical Service Learning: Potential Partners in Students' Social Justice Learning?

Autor/inn/en	Brewster, Andrea E.; Branch, Nicole A.; Nutefall, Jennifer E.
Titel	Critical Information Literacy and Critical Service Learning: Potential Partners in Students' Social Justice Learning?
Quelle	In: Michigan Journal of Community Service Learning, 27 (2021) 1, S.93-128 (36 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1076-0180
Schlagwörter	Critical Theory; Social Justice; Social Action; Social Responsibility; Information Literacy; Service Learning; Partnerships in Education; Librarians; College Faculty; Undergraduate Students; Student Attitudes; Student Research; Consciousness Raising; Late Adolescents; Assignments; Private Colleges; Religious Colleges; California + Suchen Sie Ihr Suchwort? Kritische Theorie; Soziale Gerechtigkeit; Soziales Handeln; Soziale Verantwortung; Informationskompetenz; Service-Learning; Hochschulpartnerschaft; Librarian; Bibliothekar; Bibliothekarin; Fakultät; Schülerverhalten; Studentenforschung; Bewusstseinsbildung; Halbstarker; Assignment; Auftrag; Zuweisung; Privathochschule; Kalifornien
Abstract	Critical information literacy (CIL) and critical service learning (CSL) have developed in parallel over recent years but have yet to intersect robustly. Rooted in critical theory, these approaches emphasize both conceptual frameworks and practices that center questions of social inequality in our teaching and learning practices--and in our universities as institutions. A small body of literature suggests that students' social justice understanding is deepened when engaging with research-intensive assignments. Within this study, we explored students' understanding of social justice in connection with research-intensive and non-research-intensive course assignments. Using a semi-structured interview technique, we interviewed 23 undergraduate students from 15 different CSL courses over an academic year at a private, West Coast, faith-based university. Our intention within this article is to highlight under-researched CIL pedagogy and curriculum within CSL and to put forth a call to action to university faculty and librarians to collaborate in further research. (As Provided).
Anmerkungen	Edward Ginsberg Center for Community Service and Learning, University of Michigan. 1024 Hill Street, Ann Arbor, MI 48109-3310. Tel: 734-647-7402; Fax: 734-647-7464; Web site: http://quod.lib.umich.edu/m/mjcsl
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01