Do as I say, not as I do...': a present (and future) concern about the pedagogy of hypocrisy and information literacy
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It is important to align what we teach with how we teach information literacy (IL), otherwise we may inadvertently engage with what Hipple et al. (2021) identify as the pedagogy of hypocrisy through neoliberal pressure in higher education. This occurs when there is a misalignment between the values and principles behind what we teach and the pedagogical approaches we take when teaching. For example, when teaching IL concepts that intend to engage with social justice themes around access privilege and information, the pedagogy of hypocrisy can occur when we simply demonstrate how to access library resources on the library’s website, without engaging in critical conversations about systems that contribute to inequities in access within society. To counter this, Hipple et al. (2021) suggest that those who teach must critically reflect on who they teach for, examine how they use and activate (or co-opt) social justice language, and name dominant and oppressive structures. This paper builds on Hipple's argument to suggest ways of recognising the pedagogy of hypocrisy within IL practices, and argues that this recognition is key to countering hegemonic ideologies within LIS teaching.
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Social justice-oriented teaching can become hypocritical when content and teaching methods are not aligned and lacks critical self-reflection.
“that social justice-oriented teaching can become hypocritical when content and teaching methods are not aligned and lacks critical self-reflection (Vong, 2024)”
From Two decades of critical information literacy: a review and analysis of the literature (2025) · cites this paper as Vong, 2024
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Two decades of critical information literacy: a review and analysis of the literature
Tewell, E. (2025) · Information Research an international electronic journal · doi:10.47989/ir30colis52267 · Cited by 7 · see citing works
- Authors
- Vong, S.
- Affiliations
- University of Toronto (CA)
- Corresponding author
- Vong, Silvia
- ORCID
- Vong, Silvia
- Venue
- Journal of Information Literacy
- Publisher
- CILIP Information Literacy Group
- Published
- 2024-06-02
- Volume
- 18
- Issue
- 1
- ISSN
- 1750-5968 (ISSN-L)
- OpenAlex
- W4399275571
- Cited by
- 1
- References
- 0
- Citations by year
- 2025: 1
- FWCI
- 1.19
- Type
- journal article
- Language
- en
- Open access
- diamond
- doi.org
- Licence
- Locations
- Journal of Information Literacy (publishedVersion, cc-by-sa)
- DOAJ (DOAJ: Directory of Open Access Journals) (submittedVersion)
- Topics
- Social Sciences › Library and Information Sciences › Library Science and Information Literacy
- Social Sciences › Library and Information Sciences › Library Science and Administration
- Physical Sciences › Computer Science › Information Systems › Information Science and Libraries
- Keywords
- information literacy pedagogy, social justice, access rights, neoliberalism, higher education, critical reflection, hegemonic ideology, library instruction
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