18th Annual Information Literacy Summit

1. 18th AnnualInformation Literacy Summit News, Media and Disinformation: Making Sense in Today’s Information Landscape Friday, April 5, 2019 Moraine Valley Community College LibraryDePaul University Library

2. Not Tolerating Intolerance Unpacking Critical Pedagogy in Classrooms and Conferences Spencer Brayton, Library Manager Waubonsee Community College, Sugar Grove, Illinois Natasha Casey, Associate Professor of Communications Blackburn College, Carlinville, Illinois

3. Overview Information Literacy & Media Literacy Collaboration Critical Media & Information Literacy Student Reactions Think, Pair, Share Closing Thoughts

4. Media & Information Literacy • Media = Information / Information = Media • Shared Language & Interests • Shared Theoretical Influences ProblemSolution

5. Moving Beyond Silos

6. Definitions • “Information literacy is the set of integrated abilities encompassing the reflectivediscovery of information, the understanding of how information is produced and valued, and theuse of information increating new knowledge and participating ethically in communities of learning.” ACRL (2015) • “Media literacy is the ability to access, analyze, evaluate, and communicate information in a variety of forms, including print and non-print messages. Media literacy empowers people to be both critical thinkers and creative producers of an increasingly wide range of messages using image, language, and sound. It is the skillful application of literacy skills to media and technology messages.” National Association for Media Literacy Education (2001)

7. Media & Information Literacy “ . . . the experience of being a user of information resources and a consumer of media is so similar that the two cannot be separated” • Marcus Leaning (2009) “ . . . convergent notion of literacy” • Sonia Livingstone (2005) UNESCO Media and Information Literacy Curriculum for Teachers (2011)

8. Critical Pedagogy “. . . embraces a dialectical view of knowledge that functions to unmask the connections between objective knowledge and the cultural norms, values and standards of the society at large.” • Darder, Torres, and Baltodano (2017)

9. Critical Media Literacy CULTURAL STUDIES CRITICAL PEDAGOGY CRITICAL THEORY FEMINIST THEORY

10. Critical Information Literacy CULTURAL STUDIES CRITICAL PEDAGOGY CRITICAL THEORY FEMINIST THEORY

11. Banking v. Problem Posing https://www.researchgate.net/figure/Contradictory-educator-learner-relationships-between-the-banking-education-and-the_fig1_328140582

12. Critical Media & Information Literacy in Practice

13. Student Resistance to Critical Pedagogy

14. Boomerang Effect? • “Kaplan, Gimbel, and Harris (2016) found that people tend to shut down when their personal and political beliefs are challenged, even when presented with rational and factual evidence, and such shutting down actually increases people’s conviction of their faulty and ignorant beliefs.” Herakova and Congdon (2018) • Is there a danger that CIL/CML might simply entrench ideologically opposite beliefs?

15. Think, Pair, Share – 15 minutes • What authors/theorists influence your teaching? • What is the place of politics in your classroom/library? • How do you deal with students who disagree with your political perspectives in the classroom? How are different types of student audiences considered? • How do you deal with student resistance to critical pedagogy (if you adopt this approach)? What strategies work?

16. Think, Pair, Share – 10 minutes • Present out to larger group • Initial reactions/answers? • What are some possible remedies?

17. 1. Awareness Faculty could benefit from awareness of own ideologies and lack of viewpoint diversity. Wills, Brewster, Nowak (2018) “And let us savor that moment when our students’ grasp of critical thinking empowers them to disagree with us. We must respect the views of all of our students, whether politically liberal, moderate or conservative. And just as we track and seek to improve the belonging and engagement of students based on race, ability or disability, gender and sexuality, we should pay attention to political and religious conservatives who may feel marginalized.” Bahls (2017) Not hate speech but critical thinking & critical dialogue

18. 2. Radical Empathy “ . . . remain objects to be managed, manipulated, and controlled, in ways that may eventually draw out of them the prescribed answers”. Darder (2017)

19. 3. Critical Communities • How is critical pedagogy incorporated into critical information literacy and critical media literacy? • What does that look like in the classroom? • How do we best engage with all students and how can we practically reconcile critical theory and pedagogy with conservative views? • Should we even try to?

20. Larry Grossberg “A democratic politics requires one to approach the task of moving people, of winning them to your position, of approaching them with some humility. This means that you have to give up the assumption that you are absolutely right, and that anyone who does not agree with you (especially if they support the side of your enemy) is either evil, ignorant or constantly and unknowingly duped (while those who agree with you are totally aware of the attempts and/or totally able to resist them). I am not saying that some people are not evil (there are fascists and white supremacists), or ignorant or duped. But you can’t start by assuming you already understand people or that you can judge them by measuring the distance between where you are and where they are. Do you even know where they are, and how they got there? And how can you hope to move them, however slowly it may be, if you don’t start engaging them where they are, and if you are not willing to put your own certainties at risk? Rather than speaking truth to power, we had to find ways to speak to people’s lived realities and to struggle to re-articulate their sense of possibilities and political commitment.” ‘Pessimism of the will, optimism of the intellect: ending and beginnings’, Cultural Studies 874-875.

21. Conclusion https://twitter.com/spencerideas

22. Forthcoming Book Chapter • Not Tolerating Intolerance: Unpacking Critical Pedagogy in Classrooms and Conferences, Spencer Brayton and Natasha Casey, Libraries Promoting Reflective Dialogue in a Time of Political Polarization, Andrea Baer, Ellysa Stern Cahoy and Robert Schroeder (editors), 2019.

23. Questions

24. Contact Us https://spencerbrayton.wordpress.com@brayton_spencerwww.natashacasey.com@NatashaCaseyIRL

25. Work Cited Association of College & Research Libraries (ACRL). 2016. Framework for Information Literacy for Higher Education. http://www.ala.org/acrl/standards/ilframework.Bahls, Steven C. “An Invitation.” Inside Higher Ed,February 28, 2017. https://www.insidehighered.com/views/2017/02/28/higher-education-should-acknowledge- many-americans-believe-colleges-indoctrinate. Darder, Antonia, Rodolfo D. Torres, and Marta P. Baltodano. “Critical Pedagogy: An Introduction.” In The Critical Pedagogy Reader. Edited by Antonia Darder, Rodolfo D. Torres, and Marta P. Baltodano, 1–23. New York: Routledge, 2017.Darder, Antonia. “Pedagogy of Love: Embodying our Humanity,” in The Critical Pedagogy Reader, ed. Antonia Darder, Rodolfo D. Torres, and Marta P. Baltodano (New York: Routledge, 2017).Grossberg, Lawrence. “Pessimism of the will, optimism of the intellect: endings and beginnings”. Cultural Studies (2018): 1-34. 10.1080/09502386.2018.1517268. Liliana Herakova and Mark Congdon Jr., “Calling-In Identities and Communities in the College Classroom, What Do You Say to Students?” in Constructing Narratives in Response to Trump’s Election: How Various Populations Make Sense of an Unexpected Victory, ed. Shing-Ling S. Chen, Nicole Allaire, and Zhuojun Joyce Chen (Lanham, MD: Lexington Books, 2018). Leaning, Marcus. “Towards the Integration of Media and Information Literacy: A Rationale for a 21st century Approach.” In Media Literacy Education in Action: Theoretical and Pedagogical Perspectives, edited by Belinha S. DeAbreu and Paul Mihailidis, 97-102. New York: Routledge, 2014.Livingstone, S., Van Couvering, E., and Nancy  Thumin. “Converging Traditions of Research on Media and Information Literacies.” In  Handbook of research on new literacies, edited byJulie Coiro, Michele Knobel, Colin Lankshear, and Donald J. Leu, 103–132. New York: Lawrence Erlbaum Associate, 2008.“What is Media Literacy? NAMLE’s Short Answer and a Longer Thought,” 2001, http://www.medialit.org/reading-room/what-media-literacy-namles-short-answer-and-longer-thought.Wills, Jeremiah B., Zachary W. Brewster, and Gerald Roman Nowak III. “Students’ Religiosity and Perceptions of Professor Bias: Some Empirical Lessons for Sociologists.” American Sociologist (2018): 1–18. https://doi.org/10.1007/s12108-018-9388-y.Wilson, C., Grizzle, A., Tuazon, R., Akyempong, K. & Cheung, C. (2011). Media and Information Literacy Curriculum for Teachers. Paris: UNESCO.