By Andrew Whitworth
What could a man-made thought of electronic, Media and data Literacy (DMIL) appear like? Radical info Literacy offers, for the 1st time, a thought of DMIL that synthesises the variety of views and positions on DMIL, either within the school room and the place of work, and in the casual studying tactics of society. This identify is predicated on unique research of ways judgements are made concerning the relevance of data and the opposite assets utilized in studying, displaying how society has privileged aim methods (used in rule-based selection making) to the detriment of subjective and intersubjective views which advertise person and group contexts. The publication is going directly to examine the educational and renowned DMIL literature, displaying how the sphere can have been, consciously or unwittingly, complicit within the ‘objectification’ of studying and the disempowerment of people and groups. other ways of conceiving the topic are then provided, in the direction of a reversal of those tendencies.
- Synthesises key theorists of electronic, media and knowledge literacy and knowledge behaviour
- Includes the sphere of ‘community informatics’
- Conducts a bibliometric research of a huge spectrum of writings on electronic, media and knowledge literacy, analysing the connections among them and the frames of DMIL during which they're located
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Extra info for Radical Information Literacy: Reclaiming the Political Heart of the IL Movement
These simultaneously give his appeal for IL a universalist character, positioning it as something which is fundamental not just to the health of an economy, but also to a political system and decision-making in society as a whole. The details may be absent but the higher-level position is clear: information literacy is for everyone, it is a fundamental aspect of communication, a shaper of possibilities. To repeat a quote given earlier (ibid, 23): “In our age of information overabundance, being information literate means being able to find out what is known or knowable on any subject.
The media which sustain it are all potentially available to a counterhegemony, a necessary part of any political transformation (Holub 1992, 91). Transformation needs to occur in multiple arenas (economic, cultural, sociological, linguistic, etc), and is not a single ‘rupture’ between old and new. Such revolutionary moments can be defused by a dominant group using the channels of hegemony (Adamson 1980, 225). Instead, a counterhegemony creates conditions in which alternatives can flourish: communicative spaces, values, practices, and forms of cognitive authority that collectively change the resources available to groups and communities (Simon 1991, 29).
The papers discussed are by Zurkowski (1974), which is representative of the knowledge management approach to IL, Burchinal (1976), representative of the educational approach, and Hamelink (1976), representative of the transformational. *** 27 Radical Information Literacy IL begins – or, at least, was first defined – within library and information science (LIS). This is by no means the only relevant theoretical tradition. As will be explained later, seeing IL as only the province of LIS is one problem with how the field conceptualises itself.