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| Autores principales: | , , , , |
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| Formato: | Recurso educativo Open Access |
| Lenguaje: | en |
| Publicado: |
2023
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| Materias: | |
| Acceso en línea: | https://eric.ed.gov/?id=EJ1393881 |
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| _version_ | 1867181204788215808 |
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| author | Flynn, Darren Crew, Teresa Hare, Rosie Maroo, Krishna Preater, Andrew |
| author_facet | Flynn, Darren Crew, Teresa Hare, Rosie Maroo, Krishna Preater, Andrew Flynn, Darren Crew, Teresa Hare, Rosie Maroo, Krishna Preater, Andrew |
| collection | Education Resources Information Center |
| contents | 'They Burn so Bright Whilst You Can Only Wonder Why': Stories at the Intersection of Social Class, Capital and Critical Information Literacy -- A Collaborative Autoethnography Flynn, Darren Crew, Teresa Hare, Rosie Maroo, Krishna Preater, Andrew Library Science Criticism Information Literacy Social Class Social Capital Working Class Student Experience Higher Education Middle Class Culture Library Personnel Cultural Capital Work Environment In this article we connect critical librarianship and its practices of information literacy (IL) with working-class experiences of higher education (HE). Although the research literature and professional body of knowledge of critical information literacy (CIL), is one of the most theoretically-developed areas of wider critical librarianship (Critlib) movement, working-class knowledge and experiences remain underrepresented. One reason for this is that the values, behaviour and assumptions of library and HE workers are shaped by a HE system which inculcates middle-class values and cultural capitals within students, and stigmatises working-class students as lacking or in deficit. Hegemonic, or noncritical, IL proselytises middle-class values and assumptions about academic practices and skills development including the notion of an ideal student with behaviour and markers of identity which reflect those most privileged by wider society. In contrast CIL, framed as "the" socially-just practice of IL is theoretically well-placed to support working-class library workers in destabilising this alongside middle-class accomplices. Employing Yosso's (2005) concept of community and cultural wealth (CCW), we analyse how library workers can recognise working-class cultural wealth within the context of CIL and wider working practices. As such narrative accounts are lacking in the literature, we utilise collaborative autoethnography (CAE) (Chang et al., 2013) to consider and interpret our own experiences of libraries when we were university students ourselves, and more recently as HE workers of working-class heritage. |
| format | Recurso educativo Open Access |
| id | eric_EJ1393881 |
| institution | ERIC Institute of Education Sciences |
| language | en |
| publishDate | 2023 |
| record_format | eric |
| spellingShingle | 'They Burn so Bright Whilst You Can Only Wonder Why': Stories at the Intersection of Social Class, Capital and Critical Information Literacy -- A Collaborative Autoethnography Flynn, Darren Crew, Teresa Hare, Rosie Maroo, Krishna Preater, Andrew Library Science Criticism Information Literacy Social Class Social Capital Working Class Student Experience Higher Education Middle Class Culture Library Personnel Cultural Capital Work Environment 'They Burn so Bright Whilst You Can Only Wonder Why': Stories at the Intersection of Social Class, Capital and Critical Information Literacy -- A Collaborative Autoethnography Flynn, Darren Crew, Teresa Hare, Rosie Maroo, Krishna Preater, Andrew Library Science Criticism Information Literacy Social Class Social Capital Working Class Student Experience Higher Education Middle Class Culture Library Personnel Cultural Capital Work Environment In this article we connect critical librarianship and its practices of information literacy (IL) with working-class experiences of higher education (HE). Although the research literature and professional body of knowledge of critical information literacy (CIL), is one of the most theoretically-developed areas of wider critical librarianship (Critlib) movement, working-class knowledge and experiences remain underrepresented. One reason for this is that the values, behaviour and assumptions of library and HE workers are shaped by a HE system which inculcates middle-class values and cultural capitals within students, and stigmatises working-class students as lacking or in deficit. Hegemonic, or noncritical, IL proselytises middle-class values and assumptions about academic practices and skills development including the notion of an ideal student with behaviour and markers of identity which reflect those most privileged by wider society. In contrast CIL, framed as "the" socially-just practice of IL is theoretically well-placed to support working-class library workers in destabilising this alongside middle-class accomplices. Employing Yosso's (2005) concept of community and cultural wealth (CCW), we analyse how library workers can recognise working-class cultural wealth within the context of CIL and wider working practices. As such narrative accounts are lacking in the literature, we utilise collaborative autoethnography (CAE) (Chang et al., 2013) to consider and interpret our own experiences of libraries when we were university students ourselves, and more recently as HE workers of working-class heritage. |
| title | 'They Burn so Bright Whilst You Can Only Wonder Why': Stories at the Intersection of Social Class, Capital and Critical Information Literacy -- A Collaborative Autoethnography |
| topic | Library Science Criticism Information Literacy Social Class Social Capital Working Class Student Experience Higher Education Middle Class Culture Library Personnel Cultural Capital Work Environment |
| url | https://eric.ed.gov/?id=EJ1393881 |