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The work illustrates the process and the librarian’s role in embedding critical information literacy into disciplinary fields and proposes effectiveness for global learning initiatives.",{"@graph":14,"@context":72},[15,34,55],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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Hicks  \nUniversity of Colorado, Boulder  \nABSTRACT  \nThis paper uses the example of foreign languages to explore the integration of critical information literacy into the curriculum of various disciplines. By closely examining the practices and values inherent in the foreign language information environment, the paper suggests that a critical vision of information literacy provides the most appropriate approach to help meet campus goals of educating students for transcultural competence. As such, the paper provides an example of the process and role of the librarian in integrating critical information literacy into disciplinary fields and proposes that this approach could be effective in global learning initiatives.  \nHicks, Cultural Shifts Communications in Information Literacy 7(1), 2013  \nINTRODUCTION  \nGlobal education, which aims to develop students’ global consciousness, has long been a goal of many institutions. Ninetythree percent of doctoral-granting institutions perceive that  \ninternationalization, which refers to institutional efforts to incorporate “global perspectives into teaching, learning, and research,” has accelerated on their campuses in recent years (American Council on Education, 2012, n.p.) . Within libraries, many institutions have responded by significantly increasing their provision for international and English–as-second language (ESL) students (Jackson and Sullivan, 2011) .  \nGrowing interest, however, does not always equate to the creation of “pedagogically and culturally responsive” approaches to new challenges involved in the globalization of education (Conteh-Morgan, 2003, n.p.) . Data from the American Council of Education 2012 survey shows that the degree of internationalization at universities varies widely and has even declined in some areas. At the same time, many libraries have focused rather simplistically on how to help foreign students overcome the cultural, technological, and linguistic barriers to educational integration (Conteh-Morgan, 2003) . Furthermore, there has been little focus on how libraries can support internationalization in other programs at their institutions. The foreign languages, for example, represent a surprising omission, considering the important role they can play in providing “background and cultural knowledge to contextualize the broader content covered in global issues courses” (American Council of Education, 2012, p. 12) .  \nAccordingly, in this paper, the author uses  \nthe development of a foreign language information literacy (IL) program to argue that libraries need to re-examine their activities in support of the global campus and changing models of learning. A conceptual exploration of ways information literacy can be integrated into the foreign language curriculum is provided. Recognizing the importance of situating information literacy within the disciplinary context, the author draws on the Association of College and Research Library (ACRL) Standards to explore how traditional and newer critical models of information literacy can scaffold the unique realities of the foreign language framework. Additionally, the example of the foreign languages are also used to posit that information literacy can play an important role in the development of the “intercultural skills and competencies [necessary] to be successful in this globalized world” (American Council of Education, 2012, p. 3. n.p.).The author also argues that this approach to IL could help develop global learning on campuses.  \nAdditionally, the author shows how her experiences might serve as an example to other librarians interested in integrating critical information literacy (CIL) into their own instruction programs. Despite Elmborg’s (2012) being wary of standardizing and generalizing theory, much published CIL literature remains focused on first-year writing classes; and the inh","cbCaijRk5Z43gk9s","https://ap.wps.com/l/cbCaijRk5Z43gk9s","pdf",419912,16,"English","# Introduction\n## Global education and internationalization\n## Library support for international students\n# A theoretical basis\n## Content and context in information literacy programs\n## Disciplinary culture and risk of generic skills","[{\"question\":\"What is the central purpose of the paper?\",\"answer\":\"To show how critical information literacy can be integrated into curricula, using foreign languages as an example to support global campus goals.\"},{\"question\":\"Why does the paper emphasize a critical vision of information literacy?\",\"answer\":\"It argues that examining practices and values in the foreign language information environment leads to the most appropriate approach for developing transcultural competence.\"},{\"question\":\"How does the author position the librarian in integrating critical information literacy?\",\"answer\":\"The paper provides an example of the process and the librarian’s role in embedding critical information literacy into disciplinary fields and program design.\"}]","Cultural Shifts - Putting critical information literacy into practice | PDF",1792087561]