Affiliation:
1. Mount Mary University, USA
Abstract
The chapter details how the first-year writing program at a small, highly diverse, private university in the Midwest responded to the pandemic and the social unrest of the time by engaging in a wholesale revision of the information literacy curriculum. The authors aimed to build a pedagogical framework that would acknowledge the power, influence, and lure of digitally but simultaneously would trace its complex biases. In sharing the curriculum that aims to recoup central critical questions—a more holistically imagined, digital curriculum designed to bolster anti-racist pedagogy—this chapter will answer the following questions: What does digital, anti-racist, and culturally responsive information literacy curriculum look like in this moment? and What kinds of methodologies for teaching information literacy might we follow to help make space for the continual evolution required when teaching through an anti-racist, culturally responsive lens?
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