References and Further Reading 1. Introduction African philosophy as a systematic study has a very short history. This history is also a very dense one, since actors sought to do in a few decades what would have been better done in many centuries.
The recently adopted ACRL Framework for Information Literacy for Higher Education has generated much critique and discussion, including many important reflections on the nature of information literacy and librarianship itself. This article provides a brief consideration of some of these responses and as well a critique of the Framework from the perspective of critical information literacy.
It argues that although the Framework demonstrably opens up possibilities for an information literacy instruction that encourages students to question the power structures and relations that shape information production and consumption, it nonetheless rests on a theoretical foundation at odds with that goal.
It urges librarians to embrace the Framework yet also resist it, in the tradition of critical librarians who have practiced resistance to the instrumentalization of the library for neoliberal ends. The Task Force charged with creating the Framework began its work in March and released the first draft for public scrutiny in February Ideological framework the following year.
But a successful launch and general adoption are by no means assured, as the resistance to plans to scrap the existing Standards has been and may continue to be strong. It should have been expected that the lively debates among librarians have included searching, systematic, and thoroughgoing critiques of both the fundamental assumptions and the theory underlying the Framework and even its reason for existing at all.
In this article I will review and compare some of the critiques of the Framework voiced thus far. I will also offer a critique of my own that attempts to read the Framework from the perspective of critical information literacy and critical librarianship.
Librarians who identify with these labels, Ideological framework speaking, seek to anchor information literacy practice and librarianship as a whole to a commitment to both principles of social justice and a systematic critique of the power relations within which our field operates.
They help you focus on what is really important as opposed to getting Ideological framework in what you think you are supposed to be teaching. Instead of just teaching a lesson about doing ethnographic research I taught a lesson about inquiry and asking increasingly sophisticated questions.
Examples such as these which seem to be multiplying daily demonstrate the pedagogical value and potential of the Framework. In fact, despite the reservations that I will outline below, the Framework does not contradict or undermine the possibility of a critical information literacy instruction or critical pedagogy, but may very well encourage it, which is a vital point that librarians should remember.
Many librarians who are committed to critical librarianship seem to share this view since they see the Framework as more liberating pedagogically than it is constricting.
These critiques have been diverse, ranging from stunned incomprehension to almost utopian celebration. One subset of responses to the Framework has made suggestions for improvement or requested clarification. These criticisms generally accept the Framework on its own terms and are concerned with its practicality, implementation, adaptability, and accessibility.
People ask how the Frames or the threshold concepts upon which they are based will work in practice, what challenges will be posed by adopting the Framework, how different it will be from the Standards in this respect, and how librarians, faculty, and administrators will be convinced to replace explicit Standards with a set of guidelines that are less prescriptive.
Librarians, as members of the academic community, must be prepared to engage with the scholarship and research of our peers if we wish them to engage with ours.
And the most serious evidence of such engagement is to find specifically library-related applications of theoretical approaches from such fields as education, psychology and anthropology.
To embrace theory from other disciplines will inevitably require us to learn to adapt concepts and language from those fields. In other words, it will require the introduction of novel concepts and ideas, reflected in new vocabulary.
But rather than be afraid of such importations, we should engage them to test their foundations as well as their usefulness. Another set of critiques has dissected the theoretical approach of the Framework, and while not complaining so much about jargon, still finds it flawed, often fatally so.
These critiques have been thorough.
They tend to focus on the theory of threshold concepts and its application in the frames themselves and subject it to interrogation and detailed analysis. Lane Wilkinson a former member of the Task Force has provided perhaps the most exhaustive analysis and deconstruction of threshold concept theory and its application to information literacy in the Framework.
He set out to demolish much of the theory and language of the Framework in several detailed blog posts over the summer of There is less attention given to considerations of the ways that political, social, economic, and cultural power structures and relations are reflected by or are challenged by this approach to information literacy although his discussion does not entirely exclude these concerns.
Threshold concept theory, both as it was originally formulated and as it is applied in the Framework, can be seen as a reification of privileged knowledge that is historically and culturally contingent.
Threshold concepts were elaborated specifically to better enable students to master the difficult specialized fields of knowledge that define the various academic and professional disciplines. But they may end up functioning as the means to merely reinforce disciplinary boundaries and institutional hierarchies.
While threshold concepts may have an important place in the process of learning, information literacy must demand that the concepts themselves be questioned as part of the critique of the structure of knowledge that a critical pedagogy encourages.
It is possible to see threshold concepts as an efficient way of getting students to become expert practitioners of existing disciplines. They do this, in a sense, by learning the rules.
Threshold concepts can be viewed as the habits of mind that one must have in order to make sense within a given intellectual community.
Wilkinson has noted that threshold concept theory has oversimplified or even misrepresented the true nature of academic disciplines, whose competing discourses reveal the opposite of what the theory claims: We want our students to succeed, but do we want the system that will enable their success to succeed as well?Kincross Drive Boulder, CO timberdesignmag.com Summer © Agile Coaching Institute Developing Great Agile Coaches Towards a Framework of Agile Coaching Competency – Part I Published in alignment with the IC Agile Coaching & Facilitation Track By: Michael K.
Spayd, Co-President. The Ideological Framework for Expanded Capital Ownership Dr. Norman G. Kurland In the past, most of America’s responses against Marxist aggressions have been defensive, our military actions in response to their military initiatives, our nuclear build-up in response to theirs.
the shared framework of mental models that to which “ideology” refers indiscriminately to any belief system, that is, to any “conﬁguration the public are ideological only to the extent that they hold attitudes that are stable, logi-cal, coherent, consistent, and relatively sophis-.
An ideology is a collection of normative beliefs and values that an individual or group holds for other than purely epistemic reasons.. The term was coined by Antoine Destutt de Tracy in , who conceived it as the "science of ideas".
In contemporary philosophy it is narrower in scope than that original concept, or the ideas expressed in broad concepts such as worldview, imaginary and ontology. In Brief: The recently adopted ACRL Framework for Information Literacy for Higher Education has generated much critique and discussion, including many important reflections on the nature of information literacy and librarianship timberdesignmag.com article provides a brief consideration of some of these responses and as well a critique of the Framework from the perspective of critical information.
History of African Philosophy. This article traces the history of systematic African philosophy from the early s to date. In Plato’s Theaetetus, Socrates suggests that philosophy begins with timberdesignmag.comtle agreed.