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Tewell  \nLong Island University  \nAs information literacy continues in its centrality to many academic libraries’missions, a line of inquiry has developed in response to ACRL’s charge to develop information literate citizens. The literature of critical information literacy questions widely held assumptions about information literacy and considers in what ways librarians may encourage students to engage with and act upon information’s complex and inherently political nature. This review explores the research into critical information literacy, including critical pedagogy and critiques of information literacy, in order to provide an entry point for this emerging approach to information literacy.  \nTewell, A Decade of Critical Information Literacy Communications in Information Literacy 9(1), 2015  \nINTRODUCTION  \nSince first entering the professional discourse in the 1970s, the concept of information literacy (IL) has created a massive amount of discussion regarding its definition and implications for learners and librarians in an ever-changing information environment. Librarians across the world have quickly adopted various information literacy policies and guidelines, eager to provide students with the training necessary to access and evaluate information. The major transformation that information literacy has brought to the profession has not gone unexamined. The literature of critical information literacy questions many widely held assumptions about IL and the very nature of education in library settings, broaching such topics as the impossibility of pedagogical neutrality and the incompatibility of skills-based instruction with student engagement in the learning process. Critical information literacy considers in what ways librarians may encourage students to engage with and act upon the power structures underpinning information’s production and dissemination. It is this critical appraisal of information literacy’s conventions and norms—from a lack of involvement with the sociopolitical dynamics that shape student learning and scholarly information to the notion that IL isan educational obstacle that can be conquered—that in part distinguishes critical information literacy from traditional conceptions of IL and makes it an important perspective to consider.  \nThis article reviews the literature on critical information literacy, including the main tenets of critical pedagogy and critical approaches to information literacy. A  \nsubstantial amount has been written on topics concerning critical information literacy in the past decade, and this body of work is likely to hold particular significance for librarians seeking to reflect upon or reconsider their approaches to instruction and librarianship in general. Critical information literacy is an approach to IL that acknowledges and emboldens the learner’s agency in the educational process. It is a teaching perspective that does not focus on student acquisition of skills, as information literacy definitions and standards consistently do, and instead encourages a critical and discursive approach to information (Simmons, 2005) . It is critical information literacy’s intent that students will ultimately “take control of their lives and their own learning to become active agents, asking and answering questions that matter to them and to the world around them” (Elmborg, 2006, p. 193) . In these ways critical IL has a great deal to offer librarians interested in developing a deeper engagement with their work and its implications, as well as the potential to shift the focus of information literacy instruction to an authentically student-centered mode.  \nOpposed to the increasingly corporatized operation of higher education institutions, critical information literacy provides a useful perspective with which to interrogate and contend with this job- and skills-based schooling","cbCaiomsRCsD15ZY","https://ap.wps.com/l/cbCaiomsRCsD15ZY","pdf",474048,"English","# INTRODUCTION\n## CRITICAL PEDAGOGY","[{\"question\":\"What does the article aim to do regarding critical information literacy?\",\"answer\":\"It reviews literature on critical information literacy, including critical pedagogy and critiques of information literacy, to offer an entry point for this emerging approach and to highlight key works for librarians.\"},{\"question\":\"How does critical information literacy differ from traditional information literacy?\",\"answer\":\"It questions common assumptions such as pedagogical neutrality and the focus on skills acquisition, emphasizing learner agency and a critical, discursive engagement with information and its sociopolitical structures.\"},{\"question\":\"What sources were excluded from the review?\",\"answer\":\"Sources applying non-critical theoretical frameworks to information literacy were not reviewed, and the author acknowledges that some pertinent resources may have been inadvertently omitted.\"}]","Volume 9 - Issue 1 - A Decade of Critical Information Literacy | PDF",1792087614]