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You searched for +publisher:"University of North Texas" +contributor:("Du, Yunfei, 1970-"). One record found.

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University of North Texas

1. Downey, Annie L. The State of the Field of Critical Information Literacy in Higher Education.

Degree: 2014, University of North Texas

The purpose of this dissertation was to explore the state of critical information literacy (CIL) in higher education as it is enacted and understood by academic librarians. This qualitative study investigated the institutional support, nonsupport, and barriers to CIL programs and the effectiveness of experiential critical pedagogy for information literacy (IL) learning as taught and studied by 19 CIL specialists. Purposeful sampling was used to gather a sample of 17 academic librarians and two professors of library and information science who had previously worked as academic librarians. The sample included 11 females and eight males; 18 participants were Caucasian and one was African American. Data were collected through 40-60 minute semi-structured interviews and a brief demographic survey. Experiential education served as the broad theoretical framework for this study, which stems from the tradition of critical theory. This study was guided by the work of two major experiential learning theorists and theories: Paulo Freire and critical pedagogy and Jack Mezirow and transformative learning. Mezirow and Freire focused their work on adult education and grounded their approaches in critical theory and focused on power relationships, reflection, and the emancipatory potential of education. The findings were framed through a lens of Freire’s conception of critical pedagogy because it was the major theoretical framework that most of the study participants used to guide their work. Findings suggest that academic librarians who teach CIL do not learn about it in their MLS programs. They tend to use three major critical teaching methods, including student-centered approaches, discussion and dialogue, and problem-posing methods. Participants tended to struggle more with using critical methods than with incorporating critical content. Slightly more than half regularly used critical methods in their teaching, but all participants incorporated critical content, including critical source evaluation and subject headings and language used in information production and dissemination. The findings also suggest that CIL specialists are likely to believe that CIL is best taught within the broader context of academic disciplines and that strong relationships with faculty are crucial for successfully implementing information literacy programs of any kind, including CIL programs. Most participants felt supported by their library administrators and at least minimally by college or university administrators, even though they thought administrators did not have a clear idea of what they do in the classroom. The professional identity and culture of librarians and librarianship played a large role in whether and how librarians were drawn to CIL and in their ability to practice it. The results of this study will allow librarians and educators to make more informed decisions about how to design, teach, and implement programs and will benefit library science scholars and policy makers in terms of knowing how it is being taught and supported at… Advisors/Committee Members: Fann, Amy, Du, Yunfei, 1970-, Bower, Beverly L..

Subjects/Keywords: information literacy; critical information literacy; academic libraries; critical pedagogy; Information literacy  – Study and teaching (Higher)

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Downey, A. L. (2014). The State of the Field of Critical Information Literacy in Higher Education. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc799537/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Downey, Annie L. “The State of the Field of Critical Information Literacy in Higher Education.” 2014. Thesis, University of North Texas. Accessed August 18, 2019. https://digital.library.unt.edu/ark:/67531/metadc799537/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Downey, Annie L. “The State of the Field of Critical Information Literacy in Higher Education.” 2014. Web. 18 Aug 2019.

Vancouver:

Downey AL. The State of the Field of Critical Information Literacy in Higher Education. [Internet] [Thesis]. University of North Texas; 2014. [cited 2019 Aug 18]. Available from: https://digital.library.unt.edu/ark:/67531/metadc799537/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Downey AL. The State of the Field of Critical Information Literacy in Higher Education. [Thesis]. University of North Texas; 2014. Available from: https://digital.library.unt.edu/ark:/67531/metadc799537/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

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