Critical Information Literacy in STEM degrees

Jessica Jerrit

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Background

• Women and racial/ethnic minorities are underrepresented in many fields (National Science Board, 2016).

• Much of the literature I found focused on K-12

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What does critical information literacy look like in STEM programs?

• Science is not neutral• What people and kinds of discourse are left out?• What other ways of knowing are there outside

the Western scientific tradition?

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Where does critical information literacy fit in the curriculum?

• Ethics classes, or others that address the discipline and society

• Upper division classes that focus on close reading of literature

• Student projects that deal with people

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Challenges for Librarians

• Social issue and ethics classes often not required; students can avoid any kind of social science theory

• Classes are very content heavy and lecture oriented. Students may be preparing for certifications.

• Students usually write papers reporting results of laboratory or other primary research

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Works Cited and Further Reading

• Aikenhead, G. S. (2003). Review of Research on Humanistic Perspectives in Science Curricula. Retrieved from https://www.usask.ca/education/documents/profiles/aikenhead/ESERA_2.pdf

• Barton, A., & Osborne, M. D. (2001). Teaching science in diverse settings : Marginalized discourses and classroom practice. New York: P. Lang.

• Gilbert, A. (2013). Courageous pedagogy : Enacting critical science education. Charlotte, NC: Information Age Publishing.

• National Science Board (2016). Science and Engineering Indicators 2016. Retrieved from https://www.nsf.gov/statistics/2016/nsb20161/

• Tan, E., Barton, A.C., E.E. Turner, & Gutierrez, M.V. (2012). Empowering science and mathematics education in urban schools. Chicago: The University of Chicago Press.