Empowering the intentional learner: A critical theory for information literacy instruction

Library Philosophy and Practice

Volumn 8, Issue 1, 2005, Pages

  Doherty, John J ^a   Ketchner, Kevin ^a  

^a NORTHERN ARIZONA UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 26444433363     PISSN: 15220222     EISSN: 15220222     Source Type: Journal    
DOI: None     Document Type: Article

References (27)

1. American Library Association Council. "Code of Ethics of the American Library Association." American Library Association, http://www.ala.ora/ala/oif/statementspols/codeofethics/codeethics.htm (accessed February 15, 2005).
2. Paulo Freire, Pedagogy of the oppressed, trans. M. B. Ramos. (New York, NY: Continuum, 1993).
3. Association of American Colleges and Universities, Greater expectations: A new vision for learning as a nation goes to college. (Washington, DC: Association of American Colleges and Universities, 2002).
4. Association of College and Research Libraries Institute for Information Literacy, Information literacy competency standards for higher education. (Chicago, IL: The Association of College and Research Libraries, 2000).
5. Ilene F. Rockman, "Information Literacy, a Worldwide Priority for the Twenty-First Century," Reference Services Review 31(3) (1998): 209-10.
6. Association of College and Research Libraries, 3.
7. Association of American Colleges and Universities.
8. John Dewey, Democracy and education: An introduction to the philosophy of education. (New York: The Free Press, 1966).
9. Association of American Colleges and Universities, iii-iv.
10. Association of American Colleges and Universities
11. Association of American Colleges and Universities, xi.
12. Association of American Colleges and Universities, x-xi.
13. Association of American Colleges and Universities, 21-22.
14. Dewey, 100.
15. Freire, 51.
16. Cushla Kapitzke, "Information Literacy: A Positivist Epistemology and a Politics of Outformation," Educational Theory 53(1): 38.
17. Cushla Kapitzke, "Information Literacy: A Positivist Epistemology and a Politics of Outformation," Educational Theory 53(1):40-1.
18. Cushla Kapitzke, "Information Literacy: A Positivist Epistemology and a Politics of Outformation," Educational Theory 53(1):49.
19. Dewey, 119-20.
20. Kapitzke, 50.
21. Dewey, 137.
22. Freire, 109.
23. Arizona Faculties Council. "Definition of Learner-Centered Education." Arizona Board of Regents, www.abor.asu.edu/4_special_programs/ lce/afc-defined_lce.htm (accessed February 15, 2005).
24. Association of American Colleges and Universities, xi.
25. Robert McLiam Wilson, Eureka Street: A Novel of Ireland Like No Other. (New York: Ballantine Books, 1999).
26. The decision to no longer use the novel was not due to the graphic terrorism depicted, but more due to the realistic social and sexual mores that made the novel so true to life. However, with the age group and political conservatism of the class, and the fact that for many this novel was the first time they were exposed to sexually explicit scenes and language, the novel ultimately was a distraction to the pedagogical intent of the instructors. In later iterations of the class the instructors used other pieces that were less sexually charged to meet the same learning outcomes.
27. Freire, 108.