What is the practice of critical literacy?
From a general standpoint, I think that critical literacy involves possessing a fluency for thinking critically. That is, the ability to consistently approach information with the intent to see both sides of the issue, even evidence that disconfirms your existing ideas; the ability to reason based on claims supported by evidence, and make inferences and conclusions from that information.
But what does this mean in today's technological climate? The same literacy standards that have been used in the past, when books were often the primary research source, can not really be used today, without considering how much has changed regarding how we get our information. In my opinion, a key component of critical literacy is considering sources: who wrote something, for what audience, and for what purpose? And I think that today, when we are innundated with information everywhere we look-from tv in cabs to news updates on our cellphones, and anyone can write a blog or post a youtube video on any subject, this is more important to consider than ever.
And what does critical literacy mean within the library world- what is critical librarianship? It seems to me that critical librarianship, is directly related to the concept of critical pedagogy. In helping a patron find the answer to a question, a librarian is faced with the same ideas of banking education vs. problem-posing education. In the banking scenario, the librarian possesses the answer, either in her own knowledge or within the collection, and gives it to the patron. Whereas a critical librarian might explore the question more with the patron, and assist them in finding the answer, along with any other helpful information.
However, I don't think that you can say that problem-posing education is always the definitive right way to go. Is there ever a scenario where students need to be "given" information via a banking education? Friere writes that the more students are given critical thinking problems, the more they will be challenged, and see the problems as interrelated, increasing critical thinking and a commitment to problem solving. This seems like the ideal, but I wonder how often that ideal is achieved. I have read that critical thinking is an incredibly hard skill to teach, how should a critical librarian handle this challenge?
2 years ago
Excellent and well posed thoughts. The mode of parting any kind of information can have a critical basis to it. In my modest opinion, any kind of 'factual' information as may appear, cannot be factual in any sense. Who decides it is a fact, for whom and what purpose. Having said that, the critical discourse would provide with the 'fact' in the seemingly banking method but with caution, or pose the challenges of who benefits from that fact. Even be a historical 'fact' - The question is who writes history? Whom does it portray? What does it mean? Who gathered the facts are all important questions in criticism.
ReplyDeletei think all too often librarians choose to 'bank'... especially those of an older generation. its funny our focus has been the same - to deliver correct information to the right person. isnt it better to inform someone of how to get that answer instead of giving it right to them. dont we have a greater purpose? it seems like you think we do, and Im glad!
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