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It proposes that information literacy work in literatures in English can engage students and librarians in collective inquiry, treating disciplinary study as a site for questioning rather than generic skill acquisition. By addressing how to make information literacy relevant and how to incorporate problem posing, it extends deep information literacy to social, cultural, economic, and political contexts of information use and creation.",{"@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/pedagogies-of-possibility-within-the-disciplines-issue-2-2014/598798/",{"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/pedagogies-of-possibility-within-the-disciplines-issue-2-2014/598798.png","ImageObject",300,407,{"name":92,"@type":93},"awa","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","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 is the central idea of the article’s approach to information literacy?","Question",{"text":112,"@type":113},"It promotes critical information literacy grounded in problem-posing education, encouraging students and librarians to engage in collective questioning about disciplines and information practices.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the article connect information literacy to disciplinary study?",{"text":117,"@type":113},"It argues that information literacy should be made relevant to disciplinary learning and integrated through disciplinary problem-posing rather than treated as a generic, overarching endeavor.",{"name":119,"@type":110,"acceptedAnswer":120},"Why does the article focus on literatures in English as an example?",{"text":121,"@type":113},"It uses literatures in English as a specific, tangible classroom context to examine how problem-posing education can support collective inquiry among students and librarians.","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},598798,1792189295,{"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":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":36},3985747858093,"https://ap-avatar.wpscdn.com/davatar_3d24733baf745e90a7e4bdd5f77d97b2","Volume 8, Issue 2, 2014 [ARTICLE]  \nPEDAGOGIES OF POSSIBILITY WITHIN THE DISCIPLINES  \nCritical information literacy and literatures in English  \nHeidi L.M. Jacobs University of Windsor  \nWhile most disciplines have responded to the generic openness of the ACRL Standards by creating discipline-specific guidelines and competencies, there is a need for us to consider other ways to approach information literacy in the disciplines. Critical information literacy reminds us to engage ourselves and our students with what Freire described as\"problem-posing education,\" which “bases itself on creativity and stimulates true reflection and action upon reality” (84) . This article discusses how information literacy work in literatures in English could engage students and librarians in the act of collective problemposing about the discipline. Drawing upon critical information literacy's emphasis on questions, this article argues for the importance of engaging our students, our colleagues, our campuses, our selves, and our profession in the act of questioning related to information literacy and the disciplines.  \nJacobs, Pedagogies of Possibility Within the Disciplines Communications in Information Literacy 8(2), 2014  \nI went into education in large part to change the world through reading and writing. It is through reading and writing that we compose both self and community, that we learn the other and value that difference.  \nThis is the commitment we make: to learn how to do this in a way that balances both text and person, that understands text as operating at the intersection of media and genre, that raises questions and possibility as it fosters a public reader.  \n—Kathleen Blake Yancey (Teaching Literature as Reflective Practice ix)  \nAnswer.  \nThat you are here--that life exists and identity,  \nThat the powerful play goes on, and you may contribute a verse.  \n—Walt Whitman (O Me! O Life!)  \nINTRODUCTION  \nIn their article, “Rethinking Information Literacy in a Globalized World,” Laurie Kutner and Alison Armstrong (2012) describe the need for a “twenty-first century‘deep information literacy’” that encompasses “additional content-based engagement with the social, cultural, economic and political contexts of information access, retrieval, use, and creation” (p. 25) . They go on to raise a question that undoubtedly resonates with many librarians working with information literacy: “how do we as practitioners, engage in [an] expanded notion of information literacy, given the limited time we have with our students?” (p. 26) . Recognizing “the inherent challenges posed by this question,” they write, “we would  \nlike to begin this conversation.” Believing Kutner and Armstrong pose one of the most pressing problems for information literacy practitioners at this time, this article works to join this conversation and raise several more questions about information literacy work today, particularly information literacy work within the disciplines.  \nThis article is a form of problem posing about problem posing. Picking up on Kutnerand Armstrong’s questions of how to“engage in this expanded notion of information literacy,” I pose two“problems” of information literacy within the disciplines: how can we make information literacy relevant to disciplinary study? How can we incorporate problem posing into our disciplinary information literacy work? Rather than attempting to take on all of the disciplines and all of information literacy, it is useful to engage in problem posing with a specific and tangible example. To this end, I will use my own area—literatures in English—as a way to examine how problem-posing education might work within a literature classroom to engage students and librarians in the act of collective inquiry about what Paulo Freire called a \"reality in process, in transformation\" (p. 83) . Connections with other disciplines can be made readily from this example. In this article, I draw upon critical information literacy's emphasis on","cbCaiah0X5xlFPs6","https://ap.wps.com/l/cbCaiah0X5xlFPs6","pdf",536431,16,"English","# Introduction\n## Rethinking information literacy in a globalized world\n## Problem posing within disciplinary information literacy","[{\"question\":\"What is the central idea of the article’s approach to information literacy?\",\"answer\":\"It promotes critical information literacy grounded in problem-posing education, encouraging students and librarians to engage in collective questioning about disciplines and information practices.\"},{\"question\":\"How does the article connect information literacy to disciplinary study?\",\"answer\":\"It argues that information literacy should be made relevant to disciplinary learning and integrated through disciplinary problem-posing rather than treated as a generic, overarching endeavor.\"},{\"question\":\"Why does the article focus on literatures in English as an example?\",\"answer\":\"It uses literatures in English as a specific, tangible classroom context to examine how problem-posing education can support collective inquiry among students and librarians.\"}]","PEDAGOGIES OF POSSIBILITY WITHIN THE DISCIPLINES - Issue 2 - 2014 | PDF",1792087618]