[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-598991-105":59,"doc-detail-598991-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","the-reconquista-student-critical-information-literacy-civics-and-confronting-student-intolerance","The Reconquista Student - Critical Information Literacy, Civics, and Confronting Student Intolerance","","The essay examines a classroom encounter in which a student promotes xenophobic, exclusionary views under the banner of a “Reconquista Movement.” It asks why the instructor, shaped by Critical Information Literacy (CIL), felt unprepared to respond and why existing pedagogical resources proved inadequate. Drawing on normative political theory, CIL, and civic education, the essay argues that Chantal Mouffe’s radical democratic pluralism helps librarians balance insurgency with institutional participation when facing intolerance.",{"@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/the-reconquista-student-critical-information-literacy-civics-and-confronting-student-intolerance/598991/",{"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/the-reconquista-student-critical-information-literacy-civics-and-confronting-student-intolerance/598991.png","ImageObject",300,407,{"name":92,"@type":93},"jay","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-04","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":52},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What prompts the instructor’s difficulty in responding to the Reconquista Student?","Question",{"text":112,"@type":113},"The student dominates discussion by seeking information that confirms xenophobic statements, then turns to conspiracy sites when databases fail to support his claims. The instructor’s existing CIL-informed resources feel inadequate during the encounter.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the essay use Critical Information Literacy and civic education literature?",{"text":117,"@type":113},"It employs CIL approaches focused on questioning and resistance alongside civic education ideas emphasizing institutional participation. Together, these inform how librarians and educators might structure responses to intolerance.",{"name":119,"@type":110,"acceptedAnswer":120},"What role does Chantal Mouffe’s radical democratic pluralism play in the conclusion?",{"text":121,"@type":113},"The essay argues that Mouffe’s framework offers a theoretical way to accommodate both insurgency and institutional participation. This helps guide how librarians can create spaces for dialogue across difference while recognizing agonism in political life.","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},598991,1792190512,{"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":52,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":56,"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},3985747858866,"https://ap-avatar.wpscdn.com/davatar_a8503ba1806abce46bf441b54a3ca4cd","The Reconquista Student: Critical Information Literacy, Civics, and Confronting Student Intolerance  \nJonathan T. Cope, College of Staten Island,  \nCity University of New York  \nAbstract  \nGiven the increasing power and prominence of political figures in the United States who openly espouse xenophobic, misogynistic, white nationalist positions, it is only natural to anticipate encountering students who express these views in our libraries and classrooms. This essay uses a classroom encounter with a student expressing xenophobic sentiments as away to explore the following questions: As someone heavily influenced by a great deal of Critical Information Literacy (CIL) literature, why was I so flummoxed upon encountering this student’s perspective? Why did I find the intellectual resources that I had drawn from to shape my classroom pedagogy inadequate? Using the methods of normative political theory, the essay draws from CIL literature emphasizing intuitional questioning and resistance, and civic education literature emphasizing institutional participation. The essay concludes by arguing that the political theorist Chantal Mouffe’s radical democratic pluralism provides librarians with a theoretical framework that can accommodate both insurgency and institutional participation when encountering intolerance.  \nKeywords: Information literacy; critical information literacy; civic education; democratic theory; Chantal Mouffe  \nCope, J. (2017). The Reconquista student: Critical information literacy, civics, and confronting student intolerance. Communications in Information Literacy, 11(2), 264-282.  \nCopyright for articles published in Communications in Information Literacy is retained by the author(s). Author(s) also extend to Communications in Information Literacy the right to redistribute this article via other scholarly resources and bibliographic databases. This extension allows the authors'copyrighted content to be included in some databases that are distributed and maintained by for-profit companies. All other rights of redistribution are licensed by Communications in Information Literacy under Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International (CC BYNC-SA 4 .0) .  \nThe Reconquista Student: Critical Information Literacy, Civics, and Confronting Student Intolerance  \nIt is a typical evening in my academic library at a public university, and I am leading students in a one-shot library instruction session for a freshman English composition class. This evening I know right away that I am going to have a difficult time when a student begins to dominate the discussion by demanding that we examine the “Reconquista Movement” as an example topic. As an instructor, I always try to elicit participation from students, so they become more involved in the process of creating and finding new ideas and knowledge. As I discovered after class because of this incident, concern about the existence of this“movement” is mostly confined to far rightwing websites and groups that have an explicitly xenophobic, white nationalist ideology. In these quarters, there persists a belief that immigration from Mexico is part ofa literal plan to “reconquer” substantial portions ofthe Southwestern United States (Denvir, 2016; Loller & Prengaman, 2007) . What became clear as the class session progressed was that this student (henceforth referred to as the Reconquista Student) wanted to spend the entire session focusing the class’s attention on information that confirmed and supported the increasingly xenophobic (and to me personally, troubling) statements he started making to the class. It was not simply that this student believed in information that was empirically dubious; this student wanted to promote an ideology of exclusion to the rest ofthe class. When the Reconquista Student was unable to find information in the databases, he became more agitated and began to search online on conspiracy theory websites. Rather than confronting him, the ","cbCaitHV6F75fnkP","https://ap.wps.com/l/cbCaitHV6F75fnkP","pdf",192711,"English","# Abstract\n# Keywords\n# Classroom encounter and the Reconquista Student\n## Xenophobic claims and online sourcing\n## Classroom dynamics and instructional response\n# Theoretical framework and research questions\n## Normative political theory and CIL methods\n## Civic education and institutional participation\n# Conclusion: agonism and radical democratic pluralism","[{\"question\":\"What prompts the instructor’s difficulty in responding to the Reconquista Student?\",\"answer\":\"The student dominates discussion by seeking information that confirms xenophobic statements, then turns to conspiracy sites when databases fail to support his claims. The instructor’s existing CIL-informed resources feel inadequate during the encounter.\"},{\"question\":\"How does the essay use Critical Information Literacy and civic education literature?\",\"answer\":\"It employs CIL approaches focused on questioning and resistance alongside civic education ideas emphasizing institutional participation. Together, these inform how librarians and educators might structure responses to intolerance.\"},{\"question\":\"What role does Chantal Mouffe’s radical democratic pluralism play in the conclusion?\",\"answer\":\"The essay argues that Mouffe’s framework offers a theoretical way to accommodate both insurgency and institutional participation. This helps guide how librarians can create spaces for dialogue across difference while recognizing agonism in political life.\"}]","The Reconquista Student - Critical Information Literacy, Civics, and Confronting Student Intolerance | PDF",1792087972,48]