The DOI matches its Crossref record; 2 of the 2 references it cites were found in a registry or an index.
Rethinking the teleological essence of information literacy: Academic abstraction or real-life action literacy?
Open accessAbstract
This think-piece critically examines (critical) information literacy ((C)IL) and its teleological essence. Despite substantial scholarly inquiry and progress, IL remains invisible and undervalued beyond academia. IL silos and CIL’s embeddedness within critical pedagogy and its focus on epistemological issues hinder its theoretical development, reduce it to an academic abstraction and undermine its salience and emancipatory goals. A multidisciplinary/multidomain approach is needed, leveraging insights from critical (social) theories and engaging with the ontological, to facilitate a novel understanding of IL and transform it into real-life action literacy for positive social change. The paper concludes by interrogating assumptions about (C)IL’s benefits, highlighting potential inadvertent disempowering effects, and issues a call to consider it a dynamic concept that evolves by accounting for sociopolitical realities.
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Critical information literacy should be considered not static and unchanging, but instead a dynamic concept that evolves by accounting for sociopolitical realities.
“CIL should be considered as not static and unchanging, but instead, ' a dynamic concept that evolves by accounting for sociopolitical realities ' (Šobota, 2024, p. 38).”
From Two decades of critical information literacy: a review and analysis of the literature (2025) · cites this paper as Šobota, 2024
Citations
Cites
Critical Information Literacy: Implications for Instructional Practice
Elmborg, J. (2006) · The Journal of Academic Librarianship · doi:10.1016/j.acalib.2005.12.004 · Cited by 551
A Decade of Critical Information Literacy: A Review of the Literature
Tewell, E. (2015) · Comminfolit · doi:10.15760/comminfolit.2015.9.1.174 · Cited by 235 · cited 1×
“CIL was forged in the North American academic library context in the 2000s, primarily in opposition to “traditional conceptions” of IL (Tewell, 2015, p. 25) 2 , and has continued ever since to engage in a kind of navel-gazing, i.e. to centre and frame the object of its research and theorising…”
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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
Metadata
- Authors
- Šobota, D.
- Affiliations
- University of Zagreb (HR)
- Corresponding author
- Šobota, Dijana
- ORCID
- Šobota, Dijana
- Venue
- Journal of Information Literacy
- Publisher
- CILIP Information Literacy Group
- Published
- 2024-06-02
- Volume
- 18
- Issue
- 1
- ISSN
- 1750-5968 (ISSN-L)
- OpenAlex
- W4399273400
- Cited by
- 6
- References
- 2
- Citations by year
- 2026: 3 · 2025: 2 · 2024: 1
- FWCI
- 7.17
- 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)
- ODRAZ (University of Zagreb Faculty of Humanities and SocialSciences) (submittedVersion, cc-by-sa)
- Topics
- Social Sciences › Library and Information Sciences › Library Science and Information Literacy
- Social Sciences › Education › Literacy, Media, and Education
- Social Sciences › Psychology › Developmental and Educational Psychology › Educational Strategies and Epistemologies
- Keywords
- information literacy, critical information literacy, critical pedagogy, epistemology, social change, critical social theory, ontological perspective, multidisciplinary approach, sociopolitical context
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