Skip to main content
Article
Critical Information Literacy: Implications for Instructional Practice
Journal of Academic Librarianship (2006)
  • James K. Elmborg, University of Iowa
Abstract
This article uses critical literacy theory to define information literacy. It argues that to be educators, librarians must focus less on information transfer and more on developing critical consciousness in students. Using concepts from literacy theory, the author suggests ways library practice would change if librarians redefined themselves as literacy educators. Reprinted by permission of the publisher.
Publication Date
March, 2006
Publisher Statement
•Voluntary deposit by author of pre-print allowed on Institutions open scholarly website and pre-print servers •Voluntary deposit by author of authors post-print allowed on institutions open scholarly website including Institutional Repository •Deposit due to Funding Body, Institutional and Governmental mandate only allowed where separate agreement between repository and publisher exists •Set statement to accompany deposit •Published source must be acknowledged •Must link to journal home page or articles' DOI •Publisher's version/PDF cannot be used •Articles in some journals can be made Open Access on payment
Citation Information
James K. Elmborg. "Critical Information Literacy: Implications for Instructional Practice" Journal of Academic Librarianship Vol. 32 Iss. 2 (2006)
Available at: http://works.bepress.com/james_elmborg/9/