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Drawing on Henry Giroux and Oscar Wilde, it revisits earlier calls to foreground meaning through dialog grounded in students’ lived experiences. The essay reviews decade-long changes, critiques neoliberal pressures shaping economic justification and impact demands, and explains how growing specialization can revive noncritical practices. It concludes by urging reflective, dialog-based approaches.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/communications-in-information-literacy-volume-14-issue-1-article-5/599129/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/communications-in-information-literacy-volume-14-issue-1-article-5/599129.png","ImageObject",300,407,{"name":92,"@type":93},"kopisore","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What core critique does the article make about traditional information literacy instruction?","Question",{"text":112,"@type":113},"It criticizes positivism and the prioritization of tools and instrumentality over meaning, arguing that this reduces respect for individual learning and authentic student goals.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How do Henry Giroux and Oscar Wilde inform the proposed pedagogy?",{"text":117,"@type":113},"The article draws on Giroux’s emphasis on education centered on lived student experiences and Wilde’s view of rhetoric as a way to facilitate individual growth through dialog.",{"name":119,"@type":110,"acceptedAnswer":120},"What contemporary forces does the article say affect the adoption of critical library pedagogy?",{"text":121,"@type":113},"It describes neoliberal pressures to justify instruction economically while demonstrating broad impacts, along with a trend toward increasing specialization that can revive traditional noncritical approaches.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},599129,1792192333,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":52,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144},962090880963,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","Communications in Information Literacy  \n\n| Volume 14  Issue 1 | Article 5 |\n| --- | --- |\n| 6-2020\u003Cbr>Rethinking the Neoliberal University: Critical Library Pedagogy in an Age of Transition\u003Cbr>Jason Coleman\u003Cbr>Kansas State University, [coleman@ksu.edu](coleman@ksu.edu)\u003Cbr>Lis Pankl\u003Cbr>University of Utah, [lis.pankl@utah.edu](lis.pankl@utah.edu)\u003Cbr>Follow this and additional works at: [https://pdxscholar.library.pdx.edu/comminfolit](https://pdxscholar.library.pdx.edu/comminfolit)\u003Cbr> Part of the Information Literacy Commons\u003Cbr>Let us know how access to this document benefits you. |  |\n\nRecommended Citation  \nColeman, J., & Pankl, L. (2020) . Rethinking the Neoliberal University: Critical Library Pedagogy in an Age of Transition. Communications in Information Literacy, 14 (1), 66-74. Retrieved from  \n[https://pdxscholar.library.pdx.edu/comminfolit/vol14/iss1/5](https://pdxscholar.library.pdx.edu/comminfolit/vol14/iss1/5)  \nThis Perspective is brought to you for free and open access. It has been accepted for inclusion in Communications in Information Literacy by an authorized administrator of PDXScholar. For more information, please contact [pdxscholar@pdx.edu](pdxscholar@pdx.edu).  \nRethinking the Neoliberal University: Critical Library Pedagogy in an Age of Transition  \nJason Coleman, Kansas State University Lis Pankl, University of Utah  \nAbstract  \nIn the chapter we wrote 10 years ago for Critical Library Instruction: Theories and Methods we asked instructors to free themselves from the stifling heritage of positivism that privileged tools and instrumentality above meaning. Drawing on Henry Giroux and Oscar Wilde, we urged our peers to embrace dialogue that respects the individual and draws connections between information literacy and the students’ authentic goals and experiences. In this essay we describe numerous changes over that past decade that embrace the central themes of our chapter. We then explain that these examples coexist within a vast edifice of antithetical, neoliberal institutions. We summarize Giroux’s recent work decrying the influence of neoliberalism on universities, describe how pressures to deliver instruction economically while demonstrating wide impacts are affecting the adoption of critical approaches, and discuss how the trend toward increasing specialization is giving new life to traditional, noncritical instruction. We conclude by repeating our call for library instructors to use dialog to help learners become more reflective and capable.  \nKeywords: Henry Giroux, Oscar Wilde, information literacy, pedagogy, ACRL, dialogue, neoliberalism, Critical Library Instruction  \nSpecial issue edited by Maria T. Accardi, Emily Drabinski, and Alana Kumbier  \nColeman, J., & Pankl, L. (2020). Rethinking the neoliberal university: Critical library pedagogy in an age of transition. Communications in Information Literacy, 14(1), 66–74.  \nRethinking the Neoliberal University: Critical Library Pedagogy in an Age of Transition  \nTen years ago we authored the book chapter,“There’s Nothing on My Topic!’Using the Theories of Oscar Wilde and Henry Giroux to Develop Critical Pedagogy for Library Instruction” for the volume Critical Library Instruction: Theories and Methods. In that work we lamented the influence of positivism on the prevailing practices and structures of library instruction. We decried the instrumentality of the goals embodied in the Association of College and Research Libraries (ACRL, 2000) Information Literacy Competency Standards for Higher Education as antithetical to the values of humanism and the sustainability of a democratic polity. To counter this pedagogy of conformity and de-individualization, we looked to Oscar Wilde and Henry Giroux. We observed that Wilde’s embrace of rhetoric asa method for facilitating individual growth and Giroux’s insistence that education be centered on the lived experiences of students could both be honored through an approach to information literacy grounded in dialog","cbCaih6DTr674sRS","https://ap.wps.com/l/cbCaih6DTr674sRS","pdf",122893,"English","# Abstract\n## Background: critique of positivism and skills-focused instruction\n## Earlier framework and theoretical foundations (Giroux, Wilde)\n## Decade of changes and coexisting neoliberal institutions\n## Current pressures on adopting critical approaches\n## Specialization and the return of noncritical instruction\n## Conclusion: dialog to support reflective learners","[{\"question\":\"What core critique does the article make about traditional information literacy instruction?\",\"answer\":\"It criticizes positivism and the prioritization of tools and instrumentality over meaning, arguing that this reduces respect for individual learning and authentic student goals.\"},{\"question\":\"How do Henry Giroux and Oscar Wilde inform the proposed pedagogy?\",\"answer\":\"The article draws on Giroux’s emphasis on education centered on lived student experiences and Wilde’s view of rhetoric as a way to facilitate individual growth through dialog.\"},{\"question\":\"What contemporary forces does the article say affect the adoption of critical library pedagogy?\",\"answer\":\"It describes neoliberal pressures to justify instruction economically while demonstrating broad impacts, along with a trend toward increasing specialization that can revive traditional noncritical approaches.\"}]","Communications in Information Literacy - Volume 14 - Issue 1 - Article 5 | PDF",1792088215,25]