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"Why is the library website a pain to use?"

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"Why is the library website a pain to use?"

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We use products from competing companies, so they're intentionally made to not speak to each other. Explaining this to students may reduce library anxiety/shame, and encourage them to ask for help.

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Let students know that the public libraries & state libraries offer free access to fee based [database] services with a library card. Encourage them to be life long information gatherers with these and other resources - including primary sources digitally available from many repositories.

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Teach skepticism: of “fake news,” of “efficiency”, of big tech and surveillance.

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Discuss fake news in relation to propaganda & what happens when people rely on a single source of information... whether in a dictatorship or in their own family

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Tell students not just how they can use information literacy so they can consume information "correctly" and spit it out uncritically for a grade but that it will help them create their own works of scholarship that can spur change.

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Like Eamon demonstrated, cite women. Cite Indigenous folks. Cite Black people. Cite those who are undercited. All the time.

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Challenge students to critically examine who is allowed to participate in scholarly conversation

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Stop saying do a Google search when you mean do a www search. There are other search engines like duckduckgo that don't engage in surveillance capitalism.

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Remind students of their agency and value as in change agents in sciety and explore alternative histories  in the context of their place in a future history

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Introduce information sources such as those from governmental and public agencies that provide information... data, best practices and guidance from experience and research, case studies, etc. that are often free and are more “valuable” than commercially published sources of information.

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Themes of research related to 10 billion people on the planet soon

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Shift narrative from information literacy to more of an interrogation of how libraries and information are not neutral.

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note what voices are included/excluded... what kinds of papers are NOT published

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take opportunity when patrons have to ILL things to have a conversation about why the library can't (afford) access to the thing, introduce things like unpaywall ...

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Tell students how their content/data is being used for profit

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Empowering students to contribute to Wikipedia! Including using resources from our library collections.

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Mention academic capitalism by name!

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Discuss how media frame stories, e.g., the NFL protests...and what would we consider an authoritative source on such a topic? Not just scholarly sources...also primary sources in popular media, etc.

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Critique colonialist controlled vocabularies

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Talk to students openly and directly about the capitalist structures behind the information sources they use

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Find ways to resist the individualism inherent in IL when working with students in the classroom.

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Acknowledge the context in which the information session is happening. Acknowledge what institution we are at and how it works. Identify why we want students to use these databases. They aren’t free. They’re included with the price of tuition, for example.

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Talk about what open access means in fy writing instruction and what they lose access to upon graduation.

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Always covering anticopyright and copyleft while teaching fair use (and the history of fair use statutes and their relationship to capitalism)

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Talk about publishing costs and processes. Students often love these discussions and it gets them to think more deeply about the databases even if the library instruction focuses on them. Connect it with data collection by vendors in and out of the library. I.e. Google, Amazon

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Don’t use instructional analytics from third parties that collect data about our students

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In conversations with students/faculty and in one-shots, resisting the idea that there's a "perfect" answer or source (seems like a consumerist demand!). Inquiry and labor required to work *with* a source and/or to think their way to an answer *using* information.

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Question the privileging of scholarly sources

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Stop using phrases such as "consumers of information."

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Learn about the roots of grades and grading in the early history of the modern university. Read the research on their effect on learning, and share this with students. Do what you can to eliminate grades in your instruction, and take the conversation about learning beyond the transactional.

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how to find articles, etc. but also address what knowledge is prioritized and made available

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Use your time with students to question systems and "the way things are done"

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Use your time with students to question systems and "the way things are done"

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(in theory and practice)

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Embrace the paradox of resisting capitalism while helping prepare students to succeed in capitalist systems

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Introduce students to things like open access and information privilege, and work with faculty to develop OERs and put their work in institutional repositories

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Romel Espinel, @cudjoe70
Nora Almeida, @nora_almeida

Eamon Tewell, @eamontewell

Lisa Janicke Hinchliffe, @lisalibrarian

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To suggest actions to take that challenge information literacy’s service to capital. This document will act as an ongoing resource for sharing ideas and inspiration regarding the resistance of capitalism within information literacy practice.

How can we re-imagine information literacy as a site of critical resistance?