Exploring Positional Knowledge: Using Theory to Teach Bias
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ERIC Institute of Education Sciences
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| Main Authors: | , |
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| Format: | Recurso educativo Open Access |
| Language: | en |
| Published: |
2025
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| _version_ | 1867181726715871232 |
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| author | Thomas C. Weeks Melissa E. Johnson |
| author_facet | Thomas C. Weeks Melissa E. Johnson Thomas C. Weeks Melissa E. Johnson |
| collection | Education Resources Information Center |
| contents | Exploring Positional Knowledge: Using Theory to Teach Bias Thomas C. Weeks Melissa E. Johnson Librarians Theories Value Judgment Bias Credibility Power Structure Information Sources Information Literacy Language Usage Evaluation Library Instruction Undergraduate Students In this article, the authors explain how librarians can use positionality theory to understand how students produce value judgments around questions of bias, authority, and credibility. Librarians can help guide students to recognize the student's own positionality when approaching issues of bias. Students are often instructed to choose credible sources for their research, which they often interpret as sources that avoid bias. Source evaluation tools and checklists, such as the CRAAP test and SIFT, also tell students to watch out for biased language. Unfortunately, many people, students and librarians alike, misunderstand bias and fail to recognize its significance in the information search process. Positionality theory, which locates individuals within their social context, offers librarians a way to conceptualize bias's function in information literacy as a social construct in order to teach students about the complexity of bias. |
| format | Recurso educativo Open Access |
| id | eric_EJ1479031 |
| institution | ERIC Institute of Education Sciences |
| language | en |
| publishDate | 2025 |
| record_format | eric |
| spellingShingle | Exploring Positional Knowledge: Using Theory to Teach Bias Thomas C. Weeks Melissa E. Johnson Librarians Theories Value Judgment Bias Credibility Power Structure Information Sources Information Literacy Language Usage Evaluation Library Instruction Undergraduate Students Exploring Positional Knowledge: Using Theory to Teach Bias Thomas C. Weeks Melissa E. Johnson Librarians Theories Value Judgment Bias Credibility Power Structure Information Sources Information Literacy Language Usage Evaluation Library Instruction Undergraduate Students In this article, the authors explain how librarians can use positionality theory to understand how students produce value judgments around questions of bias, authority, and credibility. Librarians can help guide students to recognize the student's own positionality when approaching issues of bias. Students are often instructed to choose credible sources for their research, which they often interpret as sources that avoid bias. Source evaluation tools and checklists, such as the CRAAP test and SIFT, also tell students to watch out for biased language. Unfortunately, many people, students and librarians alike, misunderstand bias and fail to recognize its significance in the information search process. Positionality theory, which locates individuals within their social context, offers librarians a way to conceptualize bias's function in information literacy as a social construct in order to teach students about the complexity of bias. |
| title | Exploring Positional Knowledge: Using Theory to Teach Bias |
| topic | Librarians Theories Value Judgment Bias Credibility Power Structure Information Sources Information Literacy Language Usage Evaluation Library Instruction Undergraduate Students |
| url | https://eric.ed.gov/?id=EJ1479031 |