Theory into practice: Challenges and implications for information literacy teaching. (June 2020)

• Record Type: Journal Article
• Authors: Schachter, Deborah
• Other Names: Haddow Gaby guest-editor.; Chou Min guest-editor.
• Is Part Of: IFLA journal. Volume 46:Number 2(2020)
• Page Start: 133
• Page End: 142
• Publication Date: 2020-06
• Subjects: Critical perspectives on LIS -- information literacy and instruction -- LIS education -- pedagogy in LIS -- principles of library and information science -- services to user populations -- standards and standardization of LIS practices; Comparative librarianship -- Periodicals; International librarianship -- Periodicals; Library cooperation -- Periodicals; Library science -- Periodicals; 020.9
• DOI: 10.1177/0340035219886600
• Languages: English
• ISSNs: 0340-0352

Abstract

This article is informed by a mixed-methods research study into librarians' critical information literacy awareness and teaching practices in higher education institutions within British Columbia, Canada, and the literature related to critical pedagogical and literacy theory. I explore the perceived gap in librarian knowledge of theories that underpin their pedagogy, the value of learning about and applying theories to information literacy teaching, and strategies that can enable improved awareness and application of theory to librarians' practices in higher education.