That Which Cannot Be Named
The Absence of Race in the Framework for Information Literacy for Higher Education
This article examines how information literacy is situated in a history of white supremacy in academia and academic libraries and provides an overview of some of the historical critiques of information literacy, to which the Framework for Information Literacy for Higher Education is ostensibly responding. Using Critical Race Theory, I provide a close reading of the Framework, highlighting the ways in which issues of race and racism are elided and white academia is centered. This article also examines critiques of information literacy and how critical information literacy has responded to the Framework. I then propose some ways to emphasize antiracist pedagogy in the information literacy classroom.
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