Intersections of Critical Information Literacy and Open Pedagogy: Zines and Wikipedia in the Classroom
Type of Presentation
Individual paper/presentation (20 minute presentation)
Target Audience
Higher Education
Location
PARB 128
Proposal
Critical approaches to information literacy invite us to “co-investigate the political, social, and economic dimensions of information, including its creation, access, and use” (Tewell, 2016). Open pedagogical practices offer students opportunities to do work that is available to a public beyond the classroom. Students can “contribute to the knowledge commons, not just consume it, in meaningful and lasting ways...shap[ing] the world as they encounter it” (DeRosa and Jhangiani, 2017). This becomes even more evident when students engage in topics centered on social justice.
As mediums, zines and Wikipedia offer alternative outlets for publishing information on topics that are underrepresented in traditional publishing or not adequately covered by mainstream media. Zine-making and Wikipedia-editing permit diverse stories and histories to become more visible while promoting creative expression, connection, and collaboration among content creators with varying levels of expertise.
In this presentation, the presenter will highlight the cultures of zinesters and Wikipedians, making connections to the culture of “open”, critical information literacy, and open pedagogy. The presenter will also offer ideas and strategies for designing assignments involving zine-making and Wikipedia-editing, using an undergraduate course focused on LGBTQ representations in media taught over four years as a case study. Finally, the presenter will discuss the role(s) libraries and librarians can play in promoting open pedagogical practices in their information literacy initiatives.
Short Description
In this presentation, the presenter will discuss zine culture and Wikipedia culture, making connections to the culture of “open”, critical information literacy, and open pedagogy. The presenter will also offer ideas and strategies for designing assignments involving zine-making and Wikipedia-editing, using an undergraduate course focused on LGBTQ representations in media taught over four years as a case study. Finally, the presenter will discuss the role(s) libraries and librarians can play in promoting open pedagogical practices in their information literacy initiatives.
Keywords
open pedagogy; Wikipedia assignments; zine-making; critical information literacy
Publication Type and Release Option
Presentation (Open Access)
Recommended Citation
De Voe, Kristina M., "Intersections of Critical Information Literacy and Open Pedagogy: Zines and Wikipedia in the Classroom" (2020). Georgia International Conference on Information Literacy. 42.
https://digitalcommons.georgiasouthern.edu/gaintlit/2020/2020/42
Intersections of Critical Information Literacy and Open Pedagogy: Zines and Wikipedia in the Classroom
PARB 128
Critical approaches to information literacy invite us to “co-investigate the political, social, and economic dimensions of information, including its creation, access, and use” (Tewell, 2016). Open pedagogical practices offer students opportunities to do work that is available to a public beyond the classroom. Students can “contribute to the knowledge commons, not just consume it, in meaningful and lasting ways...shap[ing] the world as they encounter it” (DeRosa and Jhangiani, 2017). This becomes even more evident when students engage in topics centered on social justice.
As mediums, zines and Wikipedia offer alternative outlets for publishing information on topics that are underrepresented in traditional publishing or not adequately covered by mainstream media. Zine-making and Wikipedia-editing permit diverse stories and histories to become more visible while promoting creative expression, connection, and collaboration among content creators with varying levels of expertise.
In this presentation, the presenter will highlight the cultures of zinesters and Wikipedians, making connections to the culture of “open”, critical information literacy, and open pedagogy. The presenter will also offer ideas and strategies for designing assignments involving zine-making and Wikipedia-editing, using an undergraduate course focused on LGBTQ representations in media taught over four years as a case study. Finally, the presenter will discuss the role(s) libraries and librarians can play in promoting open pedagogical practices in their information literacy initiatives.
