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Scientific paper - Original scientific paper
Rethinking the teleological essence of information literacy : Academic abstraction or real-life action literacy?
Journal of Information Literacy, 18 (2024), 1; 38-46. https://doi.org/10.11645/18.1.592
Šobota, Dijana

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Šobota, D. (2024). Rethinking the teleological essence of information literacy : Academic abstraction or real-life action literacy?. Journal of Information Literacy, 18. (1), 38-46. doi: 10.11645/18.1.592

Šobota, Dijana. "Rethinking the teleological essence of information literacy : Academic abstraction or real-life action literacy?." Journal of Information Literacy, vol. 18, no. 1, 2024, pp. 38-46. https://doi.org/10.11645/18.1.592

Šobota, Dijana. "Rethinking the teleological essence of information literacy : Academic abstraction or real-life action literacy?." Journal of Information Literacy 18, no. 1 (2024): 38-46. https://doi.org/10.11645/18.1.592

Šobota, D. (2024) 'Rethinking the teleological essence of information literacy : Academic abstraction or real-life action literacy?', Journal of Information Literacy, 18(1), pp. 38-46. doi: 10.11645/18.1.592

Šobota D. Rethinking the teleological essence of information literacy : Academic abstraction or real-life action literacy?. Journal of Information Literacy [Internet]. 2024 June 02 [cited 2024 July 17];18(1):38-46. doi: 10.11645/18.1.592

D. Šobota, "Rethinking the teleological essence of information literacy : Academic abstraction or real-life action literacy?", Journal of Information Literacy, vol. 18, no. 1, pp. 38-46, June 2024. [Online]. Available at: https://urn.nsk.hr/urn:nbn:hr:131:693956. [Accessed: 17 July 2024]

Metadata
Title (english)Rethinking the teleological essence of information literacy : Academic abstraction or real-life action literacy?
AuthorDijana Šobota https://orcid.org/0000-0002-4471-8976
Author's institutionUniversity of Zagreb
Faculty of Humanities and Social Sciences
(Department of information and Communication sciences)
Scientific / art field,
discipline and subdiscipline		SOCIAL SCIENCES
Information and Communication Sciences
Library Science
Abstract (english)
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.
Keywords (english)
Languageenglish
Publication typeScientific paper - Original scientific paper
Publication statusPublished
Peer reviewPeer review - international
Publication versionPublished version
Journal titleJournal of Information Literacy
Numberingvol. 18, no. 1, pp. 38-46
e-ISSN1750-5968
DOIhttps://doi.org/10.11645/18.1.592
URN:NBNurn:nbn:hr:131:693956
Publication2024-06-02
Document URLhttps://journals.cilip.org.uk/jil/article/view/592
Type of resourceText
Access conditionsOpen access
Terms of useLicence Attribution-ShareAlike 4.0 International (CC BY-SA 4.0) icon
Created on2024-06-04 07:40:55