This Habit is Hard to Break: How to Incorporate Different Voices in STEM Information Literacy

Authors

  • Kari D. Weaver (she/her) University of Waterloo
  • Kate Mercer (she/her) University of Waterloo
  • Stephanie Mutch (she/her) University of Waterloo

DOI:

https://doi.org/10.29173/istl2796

Keywords:

Information literacy, Critical theory, Engineering design, Critical evaluation of information

Abstract

This paper explores the connection between critical theory, information evaluation, and the instructional practice of critique for STEM students and librarian instructors. Using an emerging theory and instructional method, the authors examine how to more deeply include voices that have historically been excluded from STEM information critique. The foundational ideas, pedagogical approaches, and scaffolded curriculum used to engender a more inclusive approach to information within third- and fourth-year engineering design classes are discussed to contextualize the application of theory to the practical setting. Rooted in critical theory, this case considers how student information behaviors can ultimately perpetuate or subvert social structures and expectations.

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Author Biographies

Kari D. Weaver (she/her), University of Waterloo

Learning, Teaching, and Instructional Design Librarian, Library, University of Waterloo

Kate Mercer (she/her), University of Waterloo

Science and Engineering Librarian, Davis Centre Library, University of Waterloo

Stephanie Mutch (she/her), University of Waterloo

Liaison Librarian for Fine Arts and Architecture, Musagetes Library, University of Waterloo

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Published

2024-03-29

How to Cite

Weaver, K., Mercer, K., & Mutch, S. (2024). This Habit is Hard to Break: How to Incorporate Different Voices in STEM Information Literacy. Issues in Science and Technology Librarianship, (105). https://doi.org/10.29173/istl2796
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