{"id":4000,"date":"2023-11-28T17:29:12","date_gmt":"2023-11-28T23:29:12","guid":{"rendered":"https:\/\/ic4ml.org\/?post_type=journal-article&#038;p=4000"},"modified":"2023-11-28T20:09:09","modified_gmt":"2023-11-29T02:09:09","slug":"the-trouble-with-information-literacy-a-valuable-dialogue-grows-from-a-provocative-blog-post","status":"publish","type":"journal-article","link":"https:\/\/ic4ml.org\/es\/journal-article\/the-trouble-with-information-literacy-a-valuable-dialogue-grows-from-a-provocative-blog-post\/","title":{"rendered":"The Trouble with \u2018Information Literacy\u2019: a valuable dialogue grows from a provocative blog post"},"content":{"rendered":"\n<div class=\"wp-block-columns is-layout-flex wp-container-core-columns-is-layout-9d6595d7 wp-block-columns-is-layout-flex\">\n<div class=\"wp-block-column is-layout-flow wp-block-column-is-layout-flow\">\n<h2 class=\"wp-block-heading\"><strong>Abstract<\/strong><\/h2>\n\n\n\n<p class=\"\">Media literacy is increasingly coupled with a particular version of \u2018information literacy\u2019. I argue that this is not only conceptually incoherent but also educationally problematic.<\/p>\n\n\n\n<p class=\"\"><strong>Article Contents:<\/strong><\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li class=\"\"><a href=\"#blog\" class=\"ek-link\">Buckingham&#8217;s blog<\/a> reposted from <a aria-label=\" (opens in a new tab)\" href=\"https:\/\/davidbuckingham.net\/2023\/01\/04\/the-trouble-with-information-literacy\/\" target=\"_blank\" rel=\"noreferrer noopener\" class=\"ek-link\">his personal website 01\/04\/2023<\/a><\/li>\n\n\n\n<li class=\"\">Three responses to Buckingham&#8217;s original blog post by <a href=\"#baerresponse\" class=\"ek-link\">Andrea Baer<\/a>, <a href=\"#hobbsresponse\" class=\"ek-link\">Renee Hobbs<\/a> and <a href=\"#gambinoresponse\" class=\"ek-link\">Andrea Gambino<\/a><\/li>\n\n\n\n<li class=\"\"><a href=\"#buckinghamresponse\" class=\"ek-link\">Buckingham&#8217;s response<\/a> to their three responses.<\/li>\n<\/ul>\n\n\n\n<h2 class=\"wp-block-heading\"><strong>Keywords<\/strong><\/h2>\n\n\n\n<p class=\"\">Media Literacy, Information Literacy<\/p>\n<\/div>\n\n\n\n<div class=\"wp-block-column is-vertically-aligned-top is-layout-flow wp-block-column-is-layout-flow\"><div class=\"wp-block-image\">\n<figure class=\"aligncenter size-full\"><img data-recalc-dims=\"1\" loading=\"lazy\" decoding=\"async\" width=\"800\" height=\"449\" src=\"https:\/\/i0.wp.com\/ic4ml.org\/wp-content\/uploads\/2023\/11\/media-and-information-literacy-word-map.jpg?resize=800%2C449&#038;ssl=1\" alt=\"\" class=\"wp-image-4002\" style=\"object-fit:cover\" srcset=\"https:\/\/i0.wp.com\/ic4ml.org\/wp-content\/uploads\/2023\/11\/media-and-information-literacy-word-map.jpg?w=800&amp;ssl=1 800w, https:\/\/i0.wp.com\/ic4ml.org\/wp-content\/uploads\/2023\/11\/media-and-information-literacy-word-map.jpg?resize=300%2C168&amp;ssl=1 300w, https:\/\/i0.wp.com\/ic4ml.org\/wp-content\/uploads\/2023\/11\/media-and-information-literacy-word-map.jpg?resize=768%2C431&amp;ssl=1 768w, https:\/\/i0.wp.com\/ic4ml.org\/wp-content\/uploads\/2023\/11\/media-and-information-literacy-word-map.jpg?resize=750%2C420&amp;ssl=1 750w\" sizes=\"auto, (max-width: 800px) 100vw, 800px\" \/><\/figure>\n<\/div><\/div>\n<\/div>\n\n\n\n<div style=\"color:#ddd\" class=\"wp-block-genesis-blocks-gb-spacer gb-block-spacer gb-divider-solid gb-spacer-divider gb-divider-size-1\"><hr style=\"height:30px\"\/><\/div>\n\n\n\n<h2 class=\"wp-block-heading\" id=\"blog\"><strong>The Trouble with \u2018Information Literacy\u2019<\/strong><\/h2>\n\n\n\n<p class=\"\"><strong>Blog reposted from <a href=\"https:\/\/davidbuckingham.net\/2023\/01\/04\/the-trouble-with-information-literacy\/\" target=\"_blank\" aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"ek-link\">Buckingham&#8217;s personal website 01\/04\/2023<\/a><\/strong><\/p>\n\n\n\n<div class=\"wp-block-columns is-layout-flex wp-container-core-columns-is-layout-9d6595d7 wp-block-columns-is-layout-flex\">\n<div class=\"wp-block-column is-layout-flow wp-block-column-is-layout-flow\" style=\"flex-basis:33.33%\"><div class=\"wp-block-image\">\n<figure class=\"aligncenter size-full is-resized\"><img data-recalc-dims=\"1\" loading=\"lazy\" decoding=\"async\" width=\"127\" height=\"108\" src=\"https:\/\/i0.wp.com\/ic4ml.org\/wp-content\/uploads\/2023\/11\/head-with-magnifying-glass-light-bulb-computer-inside-clipart.jpg?resize=127%2C108&#038;ssl=1\" alt=\"\" class=\"wp-image-4001\" style=\"width:70px\"\/><\/figure>\n<\/div><\/div>\n\n\n\n<div class=\"wp-block-column is-vertically-aligned-center is-layout-flow wp-block-column-is-layout-flow\" style=\"flex-basis:66.66%\">\n<p class=\"\"><em>Media literacy is increasingly coupled with a particular version of \u2018information literacy\u2019. I argue that this is not only conceptually incoherent but also educationally problematic.<\/em><\/p>\n<\/div>\n<\/div>\n\n\n\n<p class=\"\"><em>Information literacy<\/em> is another of the many literacies I\u2019ve been writing about in <a href=\"https:\/\/davidbuckingham.net\/2022\/05\/16\/the-uselessness-of-literacies\/\" target=\"_blank\" rel=\"noreferrer noopener\" class=\"ek-link\">recent posts<\/a>. The term itself has been in use for around half a century, although in recent years it has been increasingly combined (or rather blurred together) with media literacy. UNESCO, which has a very long history of work on media education (its earliest publications in this area date back to the 1970s), now <a href=\"https:\/\/www.unesco.org\/en\/media-information-literacy\" target=\"_blank\" rel=\"noreferrer noopener\" class=\"ek-link\">promotes<\/a> what it calls \u2018MIL\u2019, Media and Information Literacy. This formulation has been taken up by policy-makers worldwide. In the UK, for example, the government\u2019s <a href=\"https:\/\/davidbuckingham.net\/2021\/08\/27\/media-literacy-policy-the-reduced-version\/\" target=\"_blank\" rel=\"noreferrer noopener\" class=\"ek-link\">digital media literacy strategy<\/a> places a central emphasis on \u2018building audience resilience to misinformation and disinformation\u2019; and in its latest <a href=\"https:\/\/davidbuckingham.net\/2022\/11\/03\/can-we-legislate-for-online-safety\/\" target=\"_blank\" rel=\"noreferrer noopener\" class=\"ek-link\">proposed legislation<\/a>, \u2018information\u2019 has (perhaps curiously) become a key aspect of online safety. In this post, I want to question what\u2019s going on here, and its consequences for educational practice.<\/p>\n\n\n\n<p class=\"\">Let\u2019s start at the beginning: what do we mean by \u2018information\u2019? Among the various reputable dictionary definitions, I\u2019ve found the following: \u2018facts provided or learned about something or someone\u2019; \u2018knowledge obtained from investigation, study, or instruction\u2019; and \u2018the communication or reception of knowledge or intelligence\u2019. Such definitions are quite circular, as well as very confusing. For example, what is the difference between <em>information<\/em> and <em>knowledge<\/em> \u2013 or indeed <em>understanding<\/em> or even <em>intelligence<\/em>? Is information a matter of \u2018facts\u2019 \u2013 which presumably exist independently of the knower \u2013 or of the \u2018communication\u2019 of facts, or of knowledge?&nbsp;<\/p>\n\n\n<div class=\"wp-block-image\">\n<figure class=\"alignright size-medium\"><img data-recalc-dims=\"1\" loading=\"lazy\" decoding=\"async\" width=\"194\" height=\"300\" src=\"https:\/\/i0.wp.com\/ic4ml.org\/wp-content\/uploads\/2023\/11\/wiener_norbert_cybernetics_or_the_control_and_communication_in_the_animal_and_the_machine.jpg?resize=194%2C300&#038;ssl=1\" alt=\"\" class=\"wp-image-4007\" srcset=\"https:\/\/i0.wp.com\/ic4ml.org\/wp-content\/uploads\/2023\/11\/wiener_norbert_cybernetics_or_the_control_and_communication_in_the_animal_and_the_machine.jpg?resize=194%2C300&amp;ssl=1 194w, https:\/\/i0.wp.com\/ic4ml.org\/wp-content\/uploads\/2023\/11\/wiener_norbert_cybernetics_or_the_control_and_communication_in_the_animal_and_the_machine.jpg?w=350&amp;ssl=1 350w\" sizes=\"auto, (max-width: 194px) 100vw, 194px\" \/><\/figure>\n<\/div>\n\n\n<p class=\"\">There\u2019s a history yet to be told about the origins and uses of the term \u2018information\u2019. There have been many academic debates about the notion of an \u2018information society\u2019; but with the recent appearance of terms like \u2018disinformation\u2019 and \u2018misinformation\u2019, the term itself has come to seem increasingly problematic. A <a href=\"https:\/\/carnegieendowment.org\/2022\/11\/10\/problem-with-defining-disinformation-pub-88385\" target=\"_blank\" rel=\"noreferrer noopener\" class=\"ek-link\">recent post<\/a> by Gavin Wilde explores this quite fruitfully, tracing the history back to the rise of information science and cybernetics in the 1950s. Wilde argues that we need to get beyond these narrowly technical views of information, and account for broader social, political and cultural factors, not least if we are seeking to understand why people come to believe and act upon \u2018disinformation\u2019.<\/p>\n\n\n\n<p class=\"\">Meanwhile, over the past decade or so, several academics and policy-makers have called for the integration of information literacy and media literacy. This has resulted in numerous rather tiresome reviews of the literature, elaborate conceptual models, and lists of abstract terms that supposedly comprise the field \u2013 as well as a lot of generalised grand rhetoric about its importance. Yet what seems to be lacking is much critical interrogation of how the notion of information itself is defined and framed, and how this then determines the aims of \u2018information literacy\u2019.<\/p>\n\n\n\n<p class=\"\">In the ever-changing miasma of policy speak, the guiding assumption seems to be that the problem is one of <em>bad information<\/em>; and that the solution will lie, both in <em>good information<\/em>, and in enabling people to differentiate between good and bad. In this context, information typically seems to be regarded as a neutral phenomenon \u2013 albeit one that, like water, might be of greater or lesser purity. Policy (and education) resulting from this technocratic approach tends to be superficial and ineffective, as Wilde suggests. In the case of education, the teacher is essentially required to function as the provider of correct information, while the student is positioned as the passive consumer.<\/p>\n\n\n<div class=\"wp-block-image\">\n<figure class=\"aligncenter size-full\"><img data-recalc-dims=\"1\" loading=\"lazy\" decoding=\"async\" width=\"800\" height=\"449\" src=\"https:\/\/i0.wp.com\/ic4ml.org\/wp-content\/uploads\/2023\/11\/media-and-information-literacy-word-map.jpg?resize=800%2C449&#038;ssl=1\" alt=\"\" class=\"wp-image-4002\" srcset=\"https:\/\/i0.wp.com\/ic4ml.org\/wp-content\/uploads\/2023\/11\/media-and-information-literacy-word-map.jpg?w=800&amp;ssl=1 800w, https:\/\/i0.wp.com\/ic4ml.org\/wp-content\/uploads\/2023\/11\/media-and-information-literacy-word-map.jpg?resize=300%2C168&amp;ssl=1 300w, https:\/\/i0.wp.com\/ic4ml.org\/wp-content\/uploads\/2023\/11\/media-and-information-literacy-word-map.jpg?resize=768%2C431&amp;ssl=1 768w, https:\/\/i0.wp.com\/ic4ml.org\/wp-content\/uploads\/2023\/11\/media-and-information-literacy-word-map.jpg?resize=750%2C420&amp;ssl=1 750w\" sizes=\"auto, (max-width: 800px) 100vw, 800px\" \/><\/figure>\n<\/div>\n\n\n<p class=\"\">The debate in this area has obviously intensified in recent years in the wake of the panic around so-called <a href=\"https:\/\/davidbuckingham.net\/2017\/01\/12\/fake-news-is-media-literacy-the-answer\/\" target=\"_blank\" rel=\"noreferrer noopener\" class=\"ek-link\">\u2018fake news\u2019<\/a>. Yet even if the issue is framed somewhat more broadly \u2013 as being about dishonesty in politics or in public life, or about the spread of dangerous populist ideologies (for example) \u2013 the underlying assumption often remains that this is a problem to do with information, or at least the communication of information, and that we can somehow put it right if we fix our information system.<\/p>\n\n\n\n<p class=\"\">However, the spread of ignorance is obviously not just to do with the lack of information, or the spread of bad information. For example, there is no doubt that the British people were misinformed and lied to about Brexit, and that <a href=\"https:\/\/www.amazon.co.uk\/Democracy-Sale-Money-Dirty-Politics\/dp\/1789546036\/ref=sr_1_1?crid=G3TW1AAPAIU3&amp;dchild=1&amp;keywords=peter+geoghegan&amp;qid=1598119552&amp;sprefix=peter+geog%2Caps%2C153&amp;sr=8-1\" target=\"_blank\" rel=\"noreferrer noopener\" class=\"ek-link\">social media <\/a>played a significant role in this respect \u2013 although it wasn\u2019t just the media that lied about Brexit: it was also the politicians. Even so, the reasons why people voted for it were not just about information: they were also to do with emotional and cultural investments, as well as very concrete material factors. This would also account for the fact that large numbers of people still support Brexit, despite a mountain of evidence that it has been a disaster.<\/p>\n\n\n\n<p class=\"\">People will not cease to believe in lies and pernicious ideologies, even if they were to live in an ideal world where the only information available in the media was correct information, or if they all had failproof skills that would enable them to identify and resist bad information. Information in itself is not the beginning and end of the problems we face; and information literacy is not the solution. Would that life were so simple.<\/p>\n\n\n<div class=\"wp-block-image\">\n<figure class=\"aligncenter size-full\"><img data-recalc-dims=\"1\" loading=\"lazy\" decoding=\"async\" width=\"1024\" height=\"1024\" src=\"https:\/\/i0.wp.com\/ic4ml.org\/wp-content\/uploads\/2023\/11\/five-laws-of-media-and-information-literacy-alton-grizzle-jagtar-singh.jpg?resize=1024%2C1024&#038;ssl=1\" alt=\"\" class=\"wp-image-4006\" srcset=\"https:\/\/i0.wp.com\/ic4ml.org\/wp-content\/uploads\/2023\/11\/five-laws-of-media-and-information-literacy-alton-grizzle-jagtar-singh.jpg?w=1024&amp;ssl=1 1024w, https:\/\/i0.wp.com\/ic4ml.org\/wp-content\/uploads\/2023\/11\/five-laws-of-media-and-information-literacy-alton-grizzle-jagtar-singh.jpg?resize=300%2C300&amp;ssl=1 300w, https:\/\/i0.wp.com\/ic4ml.org\/wp-content\/uploads\/2023\/11\/five-laws-of-media-and-information-literacy-alton-grizzle-jagtar-singh.jpg?resize=150%2C150&amp;ssl=1 150w, https:\/\/i0.wp.com\/ic4ml.org\/wp-content\/uploads\/2023\/11\/five-laws-of-media-and-information-literacy-alton-grizzle-jagtar-singh.jpg?resize=768%2C768&amp;ssl=1 768w, https:\/\/i0.wp.com\/ic4ml.org\/wp-content\/uploads\/2023\/11\/five-laws-of-media-and-information-literacy-alton-grizzle-jagtar-singh.jpg?resize=100%2C100&amp;ssl=1 100w, https:\/\/i0.wp.com\/ic4ml.org\/wp-content\/uploads\/2023\/11\/five-laws-of-media-and-information-literacy-alton-grizzle-jagtar-singh.jpg?resize=600%2C600&amp;ssl=1 600w\" sizes=\"auto, (max-width: 1000px) 100vw, 1000px\" \/><\/figure>\n<\/div>\n\n\n<p class=\"\">How is media and information literacy different from media literacy, or indeed media education? In the vast range of resources and initiatives generated by UNESCO, fundamental definitions are often very broad, but it\u2019s not always clear what is being added by including the term \u2018information\u2019. Media education has always included non-fictional media (news, documentary, propaganda, advertising, and so forth), so it\u2019s hard to identify what is new here. For example, UNESCO\u2019s \u2018five laws\u2019 of media and information literacy would mean the same if we were to just delete the words \u2018and information\u2019.<\/p>\n\n\n\n<p class=\"\">On the other hand, we could argue that media and information are different kinds of things. Media are means or channels of communication, while information (or what purports to be information) is one kind of content. Media and information are surely not synonymous, as some appear to suggest.<\/p>\n\n\n\n<p class=\"\">Indeed, it is possible that a great deal may be lost when we prioritise \u2018information\u2019. To talk about \u2018media-and-information\u2019 might seem to imply that some kinds of media are <em>not<\/em> about information, and that some kinds of information are not mediated. Yet one could well argue that a Beyonce video, or the computer game Fortnite, or the latest <em>Lord of the Rings<\/em> movie are (or at least contain) forms of \u2018information\u2019 \u2013 they tell us things about reality, however fictional or fantastic they might appear. There\u2019s certainly a risk in separating information from other kinds of media content; or in arguing that we should apply tests of information to certain kinds of content while applying other approaches in relation to fiction, for example. In all these respects, the coupling of media and information literacy is not only conceptually incoherent but also educationally problematic.<\/p>\n\n\n\n<p class=\"\">There\u2019s certainly a further debate to be had about the use of the term \u2018literacy\u2019 in this context, although I\u2019ve said more than enough about this before. When it comes to information literacy, the notion of literacy often appears to be a very functional or instrumental one: it is typically about a set of skills for information retrieval and processing, rather than asking more critical questions (who produced this \u2018information\u2019 and why; how does it make its claim to authority or factuality; whose voices are heard and whose are absent here; and so on) \u2013 questions that we might see as characteristic of media education.<\/p>\n\n\n<div class=\"wp-block-image\">\n<figure class=\"alignleft size-medium\"><img data-recalc-dims=\"1\" loading=\"lazy\" decoding=\"async\" width=\"300\" height=\"271\" src=\"https:\/\/i0.wp.com\/ic4ml.org\/wp-content\/uploads\/2023\/11\/truth-o-meter-pointing-to-mostly-false.jpg?resize=300%2C271&#038;ssl=1\" alt=\"\" class=\"wp-image-4008\" srcset=\"https:\/\/i0.wp.com\/ic4ml.org\/wp-content\/uploads\/2023\/11\/truth-o-meter-pointing-to-mostly-false.jpg?resize=300%2C271&amp;ssl=1 300w, https:\/\/i0.wp.com\/ic4ml.org\/wp-content\/uploads\/2023\/11\/truth-o-meter-pointing-to-mostly-false.jpg?resize=768%2C693&amp;ssl=1 768w, https:\/\/i0.wp.com\/ic4ml.org\/wp-content\/uploads\/2023\/11\/truth-o-meter-pointing-to-mostly-false.jpg?w=1140&amp;ssl=1 1140w\" sizes=\"auto, (max-width: 300px) 100vw, 300px\" \/><\/figure>\n<\/div>\n\n\n<p class=\"\">Pedagogically, it seems to be assumed that it will be straightforward for students (or indeed teachers) to differentiate between information and mis- or dis-information. Again, I\u2019ve discussed the problems with this at greater length in <a href=\"https:\/\/davidbuckingham.net\/2019\/02\/27\/beyond-fake-news-disinformation-and-digital-literacy\/\" target=\"_blank\" rel=\"noreferrer noopener\" class=\"ek-link\">earlier posts<\/a>. This is not to say that we live in a world of \u2018alternative truths\u2019 that are all equally valid; merely that it isn\u2019t easy to persuade people to accept that their information is bad and yours is good, however many checklists (or info-meters) you might apply.<\/p>\n\n\n\n<p class=\"\">A <a href=\"https:\/\/www.medialit.org\/sites\/default\/files\/Building%20Resiliency-Media%20Literacy%20as%20a%20Strategic%20Defense%20Strategy%20for%20the%20Transatlantic%20%28Final%29%20copy.pdf\" target=\"_blank\" rel=\"noreferrer noopener\" class=\"ek-link\">recent report<\/a> entitled <em>Building Resiliency: Media Literacy as a Strategic Defense Strategy for the Transatlantic<\/em> amply illustrates the problems here. Written by Tessa Jolls of the US Center for Media Literacy, it was produced for NATO as part of a Fulbright-NATO \u2018Security Studies Award\u2019. The report itself is poorly written and edited; and ironically, it is far from accurate, at least in what it says about the situation in the UK. Yet while it might not be recommended reading, its very existence \u2013 and the fact that NATO seems interested in media literacy \u2013 is quite significant.<\/p>\n\n\n<div class=\"wp-block-image\">\n<figure class=\"alignright size-medium\"><img data-recalc-dims=\"1\" loading=\"lazy\" decoding=\"async\" width=\"300\" height=\"300\" src=\"https:\/\/i0.wp.com\/ic4ml.org\/wp-content\/uploads\/2023\/11\/media-literacy-as-national-defense-hosted-by-tessa-jolls.jpg?resize=300%2C300&#038;ssl=1\" alt=\"\" class=\"wp-image-4009\" srcset=\"https:\/\/i0.wp.com\/ic4ml.org\/wp-content\/uploads\/2023\/11\/media-literacy-as-national-defense-hosted-by-tessa-jolls.jpg?resize=300%2C300&amp;ssl=1 300w, https:\/\/i0.wp.com\/ic4ml.org\/wp-content\/uploads\/2023\/11\/media-literacy-as-national-defense-hosted-by-tessa-jolls.jpg?resize=150%2C150&amp;ssl=1 150w, https:\/\/i0.wp.com\/ic4ml.org\/wp-content\/uploads\/2023\/11\/media-literacy-as-national-defense-hosted-by-tessa-jolls.jpg?resize=768%2C768&amp;ssl=1 768w, https:\/\/i0.wp.com\/ic4ml.org\/wp-content\/uploads\/2023\/11\/media-literacy-as-national-defense-hosted-by-tessa-jolls.jpg?resize=100%2C100&amp;ssl=1 100w, https:\/\/i0.wp.com\/ic4ml.org\/wp-content\/uploads\/2023\/11\/media-literacy-as-national-defense-hosted-by-tessa-jolls.jpg?resize=600%2C600&amp;ssl=1 600w, https:\/\/i0.wp.com\/ic4ml.org\/wp-content\/uploads\/2023\/11\/media-literacy-as-national-defense-hosted-by-tessa-jolls.jpg?w=1140&amp;ssl=1 1140w\" sizes=\"auto, (max-width: 300px) 100vw, 300px\" \/><\/figure>\n<\/div>\n\n\n<p class=\"\">The fundamental message of the report is that media literacy should be a key weapon in the global information war \u2013 a \u2018strategic defense strategy\u2019, which will guarantee \u2018resilience\u2019 against misinformation. Once again, this is to represent a much broader policy problem as a matter of <em>information<\/em>. Global geopolitics comes down to a matter of \u2018information war\u2019 \u2013 and media literacy becomes a means to win that war.<\/p>\n\n\n\n<p class=\"\">What is obviously ignored here is that NATO itself is an active participant in this war, busily spreading its own misinformation, for example about the war in Ukraine, or its dismal record in Libya. Indeed, to represent NATO\u2019s role in this war as a matter of \u2018defence\u2019 \u2013 rather than, for example, imperialistic expansion \u2013 is itself a breath-taking rhetorical move. As Nolan Higdon has <a href=\"https:\/\/www.counterpunch.org\/2022\/10\/07\/the-military-industrial-complex-wants-you-to-be-more-media-lliterate\/\" target=\"_blank\" rel=\"noreferrer noopener\" class=\"ek-link\">argued<\/a>, the report seeks to enlist media literacy \u2013 in the name of \u2018information\u2019 \u2013 in the service of the military-industrial complex.<\/p>\n\n\n\n<p class=\"\">By no means all formulations of \u2018information literacy\u2019 are as problematic as I have implied. There is an emerging tradition of \u2018<em>critical<\/em> information literacy\u2019, helpfully reviewed <a href=\"https:\/\/pdxscholar.library.pdx.edu\/cgi\/viewcontent.cgi?article=1055&amp;context=comminfolit\" target=\"_blank\" rel=\"noreferrer noopener\" class=\"ek-link\">here<\/a> by Eamon Tewell, and well <a href=\"https:\/\/www.researchgate.net\/publication\/331161986_Reflections_on_Adopting_a_Critical_Media_and_Information_Literacy_Pedagogy_Critical_Traditions_Media_Literacy_and_Critical_Media_Literacy\" target=\"_blank\" rel=\"noreferrer noopener\" class=\"ek-link\">exemplified<\/a> by Spencer Brayton and Natasha Casey. This approach emphasises the socially constructed nature of all information, and the relations between information and social power. Unfortunately, it is largely focused on higher education, and is somewhat too in thrall to problematic ideas about \u2018critical pedagogy\u2019; but (once again) it\u2019s hard to see how it is very different from media education as it is generally understood.<\/p>\n\n\n\n<p class=\"\">Ultimately, I recognise the pragmatic value of bringing \u2018information literacy\u2019 into the discussion, especially if that entails collaboration with librarians and other information professionals. I wouldn\u2019t necessarily deny that there are specific skills and understandings that comprise information literacy, which range from functional techniques (how to use an index in a book, or a search engine) through to fact-checking, evaluating sources, and analysing visual and verbal rhetoric.<\/p>\n\n\n\n<p class=\"\">Media literacy and information literacy are adjacent, perhaps partly overlapping, fields. But media education (or media literacy education, if we have to use the L word) goes well beyond the instrumental focus on information: it includes information literacy, but it is both much broader in terms of its objects of study and more critical in terms of the range of concepts it includes.<\/p>\n\n\n\n<div style=\"color:#ddd\" class=\"wp-block-genesis-blocks-gb-spacer gb-block-spacer gb-divider-solid gb-spacer-divider gb-divider-size-1\"><hr style=\"height:30px\"\/><\/div>\n\n\n\n<h2 class=\"wp-block-heading\" id=\"baerresponse\"><strong>Response by Andrea Baer<\/strong><\/h2>\n\n\n\n<div class=\"wp-block-columns is-layout-flex wp-container-core-columns-is-layout-9d6595d7 wp-block-columns-is-layout-flex\">\n<div class=\"wp-block-column is-layout-flow wp-block-column-is-layout-flow\" style=\"flex-basis:33.33%\"><div class=\"wp-block-image\">\n<figure class=\"aligncenter size-medium is-resized\"><a href=\"https:\/\/ic4ml.org\/journal-article\/information-literacy-media-literacy-and-professional-territories-recognizing-blurry-lines-and-the-value-of-cross-disciplinary-dialogue\/\"><img data-recalc-dims=\"1\" loading=\"lazy\" decoding=\"async\" width=\"298\" height=\"300\" src=\"https:\/\/i0.wp.com\/ic4ml.org\/wp-content\/uploads\/2023\/11\/Andrea-Baer.jpg?resize=298%2C300&#038;ssl=1\" alt=\"\" class=\"wp-image-3779\" style=\"width:200px\" srcset=\"https:\/\/i0.wp.com\/ic4ml.org\/wp-content\/uploads\/2023\/11\/Andrea-Baer.jpg?resize=298%2C300&amp;ssl=1 298w, https:\/\/i0.wp.com\/ic4ml.org\/wp-content\/uploads\/2023\/11\/Andrea-Baer.jpg?resize=150%2C150&amp;ssl=1 150w, https:\/\/i0.wp.com\/ic4ml.org\/wp-content\/uploads\/2023\/11\/Andrea-Baer.jpg?resize=100%2C100&amp;ssl=1 100w, https:\/\/i0.wp.com\/ic4ml.org\/wp-content\/uploads\/2023\/11\/Andrea-Baer.jpg?w=388&amp;ssl=1 388w\" sizes=\"auto, (max-width: 298px) 100vw, 298px\" \/><\/a><\/figure>\n<\/div><\/div>\n\n\n\n<div class=\"wp-block-column is-vertically-aligned-center is-layout-flow wp-block-column-is-layout-flow\" style=\"flex-basis:66.66%\">\n<h3 class=\"wp-block-heading\"><strong><a href=\"https:\/\/ic4ml.org\/journal-article\/information-literacy-media-literacy-and-professional-territories-recognizing-blurry-lines-and-the-value-of-cross-disciplinary-dialogue\/\" class=\"ek-link\">\u201cInformation Literacy,\u201d \u201cMedia Literacy,\u201d and Professional Territories: Recognizing Blurry Lines and the Value of Cross-Disciplinary Dialogue&nbsp;<\/a><\/strong><\/h3>\n<\/div>\n<\/div>\n\n\n\n<h2 class=\" wp-block-heading\" id=\"hobbsresponse\"><strong>Response by Renee Hobbs<\/strong><\/h2>\n\n\n\n<div class=\"wp-block-columns is-layout-flex wp-container-core-columns-is-layout-9d6595d7 wp-block-columns-is-layout-flex\">\n<div class=\"wp-block-column is-layout-flow wp-block-column-is-layout-flow\" style=\"flex-basis:33.33%\"><div class=\"wp-block-image\">\n<figure class=\"aligncenter size-full is-resized\"><a href=\"https:\/\/ic4ml.org\/journal-article\/a-delicious-metaphor-how-ml-and-il-can-address-the-crisis-of-trust\/\"><img data-recalc-dims=\"1\" loading=\"lazy\" decoding=\"async\" width=\"800\" height=\"800\" src=\"https:\/\/i0.wp.com\/ic4ml.org\/wp-content\/uploads\/2023\/11\/Renee-Hobbs.jpg?resize=800%2C800&#038;ssl=1\" alt=\"\" class=\"wp-image-3778\" style=\"width:200px\" srcset=\"https:\/\/i0.wp.com\/ic4ml.org\/wp-content\/uploads\/2023\/11\/Renee-Hobbs.jpg?w=800&amp;ssl=1 800w, https:\/\/i0.wp.com\/ic4ml.org\/wp-content\/uploads\/2023\/11\/Renee-Hobbs.jpg?resize=300%2C300&amp;ssl=1 300w, https:\/\/i0.wp.com\/ic4ml.org\/wp-content\/uploads\/2023\/11\/Renee-Hobbs.jpg?resize=150%2C150&amp;ssl=1 150w, https:\/\/i0.wp.com\/ic4ml.org\/wp-content\/uploads\/2023\/11\/Renee-Hobbs.jpg?resize=768%2C768&amp;ssl=1 768w, https:\/\/i0.wp.com\/ic4ml.org\/wp-content\/uploads\/2023\/11\/Renee-Hobbs.jpg?resize=100%2C100&amp;ssl=1 100w, https:\/\/i0.wp.com\/ic4ml.org\/wp-content\/uploads\/2023\/11\/Renee-Hobbs.jpg?resize=600%2C600&amp;ssl=1 600w\" sizes=\"auto, (max-width: 800px) 100vw, 800px\" \/><\/a><\/figure>\n<\/div><\/div>\n\n\n\n<div class=\"wp-block-column is-vertically-aligned-center is-layout-flow wp-block-column-is-layout-flow\" style=\"flex-basis:66.66%\">\n<h3 class=\"wp-block-heading\"><div class=\"site-container\"><div class=\"site-inner\"><div class=\"content-sidebar-wrap\"><main class=\"content\" id=\"genesis-content\"><article class=\"post-4025 journal-article type-journal-article status-publish format-standard has-post-thumbnail tag-media-literacy tag-information-literacy article_type-framework-analysis issue_number-enriching-teacher-librarian-dialogue entry\" aria-label=\"A Delicious Metaphor: How ML and IL Can Address the Crisis of Trust\"><header class=\"entry-header\"><strong><a href=\"https:\/\/ic4ml.org\/journal-article\/a-delicious-metaphor-how-ml-and-il-can-address-the-crisis-of-trust\/\" class=\"ek-link\">A Delicious Metaphor: How ML and IL Can Address the Crisis of Trust<\/a><\/strong><\/header><\/article><\/main><\/div><\/div><\/div><\/h3>\n<\/div>\n<\/div>\n\n\n\n<h2 class=\"wp-block-heading\" id=\"gambinoresponse\"><strong>Response by Andrea Gambino<\/strong><\/h2>\n\n\n\n<div class=\"wp-block-columns is-layout-flex wp-container-core-columns-is-layout-9d6595d7 wp-block-columns-is-layout-flex\">\n<div class=\"wp-block-column is-layout-flow wp-block-column-is-layout-flow\" style=\"flex-basis:33.33%\"><div class=\"wp-block-image\">\n<figure class=\"aligncenter size-full is-resized\"><a href=\"https:\/\/ic4ml.org\/journal-article\/from-silos-to-synergies-co-developing-collaborations-across-media-education-sub-fields-towards-social-and-environmental-justice\/\"><img data-recalc-dims=\"1\" loading=\"lazy\" decoding=\"async\" width=\"800\" height=\"800\" src=\"https:\/\/i0.wp.com\/ic4ml.org\/wp-content\/uploads\/2023\/11\/Andrea-Gambino.jpg?resize=800%2C800&#038;ssl=1\" alt=\"\" class=\"wp-image-3776\" style=\"width:200px\" srcset=\"https:\/\/i0.wp.com\/ic4ml.org\/wp-content\/uploads\/2023\/11\/Andrea-Gambino.jpg?w=800&amp;ssl=1 800w, https:\/\/i0.wp.com\/ic4ml.org\/wp-content\/uploads\/2023\/11\/Andrea-Gambino.jpg?resize=300%2C300&amp;ssl=1 300w, https:\/\/i0.wp.com\/ic4ml.org\/wp-content\/uploads\/2023\/11\/Andrea-Gambino.jpg?resize=150%2C150&amp;ssl=1 150w, https:\/\/i0.wp.com\/ic4ml.org\/wp-content\/uploads\/2023\/11\/Andrea-Gambino.jpg?resize=768%2C768&amp;ssl=1 768w, https:\/\/i0.wp.com\/ic4ml.org\/wp-content\/uploads\/2023\/11\/Andrea-Gambino.jpg?resize=100%2C100&amp;ssl=1 100w, https:\/\/i0.wp.com\/ic4ml.org\/wp-content\/uploads\/2023\/11\/Andrea-Gambino.jpg?resize=600%2C600&amp;ssl=1 600w\" sizes=\"auto, (max-width: 800px) 100vw, 800px\" \/><\/a><\/figure>\n<\/div><\/div>\n\n\n\n<div class=\"wp-block-column is-vertically-aligned-center is-layout-flow wp-block-column-is-layout-flow\" style=\"flex-basis:66.66%\">\n<h3 class=\"wp-block-heading\"><a href=\"https:\/\/ic4ml.org\/journal-article\/from-silos-to-synergies-co-developing-collaborations-across-media-education-sub-fields-towards-social-and-environmental-justice\/\" class=\"ek-link\"><strong>From Silos to Synergies: Co-developing Collaborations Across Media Education Sub-fields Towards Social and Environmental Justice<\/strong><\/a><\/h3>\n<\/div>\n<\/div>\n\n\n\n<h2 class=\"wp-block-heading\" id=\"buckinghamresponse\"><strong>Response: The Trouble with \u2018Literacies\u2019 &#8211; Buckingham\u2019s Response to the 3 Responses Above!<\/strong><\/h2>\n\n\n\n<p class=\"\">Part of the purpose of writing a blog is to generate debate. Much of what one writes quickly evaporates into the digital ether; but with this post, at least, I seem to have had some success. I\u2019d like to thank the editors of this special issue for providing the opportunity to extend the debate more formally.<\/p>\n\n\n\n<p class=\"\">I don\u2019t see much point in being provocative for the sake of it: we already have far too much of that in public life. However, there is sometimes a point in asking awkward questions. In this case, I set out to ask questions about how our practice as educators is defined and framed, since this inevitably constrains what we can legitimately talk about, and how we can talk about it. These things matter \u2013 not just conceptually, but also politically and pedagogically. With all due respect, this is not the same as choosing one flavour of ice cream over another.<\/p>\n\n\n\n<p class=\"\">In my view, the continuing proliferation of literacies has been quite unhelpful for educators. Over the past few decades, there has been a seemingly endless succession of new terms in this area: media literacy, information literacy, media-and-information literacy, digital literacy, data literacy, algorithm literacy and so on \u2013 as well as \u2018critical\u2019 (and presumably \u2018uncritical\u2019) versions of all of these. We spend a great deal of time defining and refining these terms, mapping and modelling them, and thinking about the relations between them. I am by no means an innocent party in this respect; but I have become increasingly convinced that this work is not very productive.<\/p>\n\n\n\n<p class=\"\">Back in the late 1980s, when I first started using the term \u2018literacy\u2019 to apply to media (in fact, to television), I published a principled, theoretical interrogation of the issue (Buckingham, 1989). As I found in exploring approaches to print literacy, there are some very different conceptualisations of literacy, which reflect quite different political perspectives. Along with others at the time, I argued against instrumental, mechanistic notions of literacy, which tend to conceive of it in asocial and apolitical terms. This is a tendency I see being played out again in contemporary conceptions of information literacy \u2013 although, as I noted in my blog post, there are some much more critical approaches as well. (This is equally the case with media literacy, of course.)<\/p>\n\n\n\n<p class=\"\">My argument was not a territorial one: it was really an argument for a much broader, more radical redefinition of literacy itself. Of course, we need a more comprehensive conception of literacy, which includes modern media of communication; but we also need a social theory of literacy, that addresses how literacy practices are played out in different domains of social life, and the implications of that for the operation of social power. We don\u2019t need to invent a whole lot more overlapping literacies to add to the list; we need to rethink literacy as a whole.<\/p>\n\n\n\n<p class=\"\">A blog post is obviously a particular form of writing, which (like any other form of writing) has its limitations. It\u2019s typically short and informal: one can\u2019t go into great detail, or provide copious refinements and qualifications, as might be possible in an academic article. Equally, there are serious questions to be raised about the genre of the academic article, and academic writing more broadly \u2013 not least to do with the role of this kind of writing in sustaining academic power, and in monetizing academic labour for private gain by commercial publishers. But if you want to generate debate, publishing outside scholarly and professional journals might well be a more appropriate means, even if it comes at the price of a certain amount of simplification.<\/p>\n\n\n\n<p class=\"\">I think it\u2019s vital to have these debates. We need to guard against the assumption of a false consensus. As media educators, as practitioners of information literacy, we are not all doing the same things, nor do we necessarily share the same motivations or understandings \u2013 and it\u2019s dangerous to pretend otherwise. Of course, we need interdisciplinary dialogue; but we\u2019re never going to achieve a meaningful \u2018synergy\u2019 if we fail to interrogate the basic concepts we work with.<\/p>\n\n\n\n<p class=\"\">David Buckingham<br>October 2023<\/p>\n\n\n\n<h2 class=\"wp-block-heading\"><strong>Reference <\/strong><\/h2>\n\n\n\n<p class=\"\">Buckingham, David (1989) \u2018Television literacy: a critique\u2019, <em>Radical Philosophy<\/em> 51, 12-25: online at: <a href=\"https:\/\/www.radicalphilosophyarchive.com\/issue-files\/rp51_article2_televisionliteracy_buckingham.pdf\" target=\"_blank\" aria-label=\" (opens in a new tab)\" rel=\"noreferrer noopener\" class=\"ek-link\">https:\/\/www.radicalphilosophyarchive.com\/issue-files\/rp51_article2_televisionliteracy_buckingham.pdf<\/a><\/p>\n\n\n\n<div class=\"wp-block-columns is-layout-flex wp-container-core-columns-is-layout-9d6595d7 wp-block-columns-is-layout-flex\">\n<div class=\"wp-block-column is-layout-flow wp-block-column-is-layout-flow\">\n<div class=\"wp-block-group\"><div class=\"wp-block-group__inner-container is-layout-flow wp-block-group-is-layout-flow\">\n<h2 class=\"wp-block-heading\"><strong>Current Issues<\/strong><\/h2>\n\n\n\n<ul class=\"wp-block-list\">\n<li class=\"\"><a href=\"https:\/\/ic4ml.org\/journal-of-media-literacy\/issues\/the-journal-of-media-literacy-a-mcluhan-mosaic-issue\/\"><strong>A McLuhan Mosaic: Bringing Foundational Thought to Present Urgency and Relevance<\/strong><\/a><\/li>\n\n\n\n<li class=\"\"><a href=\"https:\/\/ic4ml.org\/journal-of-media-literacy\/issues\/the-journal-of-media-literacy-public-commons-issue\/\"><strong>Public Commons<\/strong><\/a><\/li>\n\n\n\n<li class=\"\"><a href=\"https:\/\/ic4ml.org\/journal-of-media-literacy\/issues\/the-journal-of-media-literacy-enriching-the-teacher-librarian-dialogue-issue\/\" class=\"ek-link\"><strong>Media and Information Literacy: Enriching the Teacher\/Librarian Dialogue<\/strong><\/a><\/li>\n\n\n\n<li class=\"\"><a href=\"https:\/\/ic4ml.org\/journal-of-media-literacy\/issues\/the-journal-of-media-literacy-research-symposium-issue\/\" class=\"ek-link\"><strong>The International Media Literacy Research Symposium<\/strong><\/a><\/li>\n\n\n\n<li class=\"\"><a href=\"https:\/\/ic4ml.org\/journal-of-media-literacy\/issues\/human-ai\/\" class=\"ek-link\"><strong>The Human-Algorithmic Question: A Media Literacy Education Exploration<\/strong><\/a><\/li>\n\n\n\n<li class=\"\"><a class=\"ek-link\" href=\"https:\/\/ic4ml.org\/the-journal-of-media-literacy\/issues\/storytelling-issue\/\"><strong>Education as Storytelling and the Implications for Media Literacy<\/strong><\/a><\/li>\n\n\n\n<li class=\"\"><a class=\"ek-link\" href=\"https:\/\/ic4ml.org\/the-journal-of-media-literacy\/ecomedia-literacy\/\"><strong>Ecomedia Literacy<\/strong><\/a><\/li>\n\n\n\n<li class=\"\"><a href=\"https:\/\/ic4ml.org\/journal-of-media-literacy\/issues\/the-journal-of-media-literacy-conference-reflections-issue\/\"><strong>Conference Reflections<\/strong><\/a><\/li>\n<\/ul>\n\n\n\n<h2 class=\"wp-block-heading\"><strong>Archived JML Print Issues<\/strong><\/h2>\n\n\n\n<ul class=\"wp-block-list\">\n<li class=\"\"><a href=\"https:\/\/ic4ml.org\/the-journal-of-media-literacy\/print-archives\/print-archives-2018-to-2000\/\"><strong>Print Issues years 2018 to 2000<\/strong><\/a><\/li>\n\n\n\n<li class=\"\"><a href=\"https:\/\/ic4ml.org\/the-journal-of-media-literacy\/print-archives\/the-journal-of-media-literacy-print-archives-1999-to-1953\/\"><strong>Print Issues years 1999 to 1953<\/strong><\/a><\/li>\n<\/ul>\n<\/div><\/div>\n<\/div>\n\n\n\n<div class=\"wp-block-column is-layout-flow wp-block-column-is-layout-flow\">\n<div class=\"wp-block-group\"><div class=\"wp-block-group__inner-container is-layout-flow wp-block-group-is-layout-flow\">\n<h2 class=\"wp-block-heading\"><strong>Learn More About The Journal of Media Literacy<\/strong><\/h2>\n\n\n\n<ul class=\"wp-block-list\">\n<li class=\"\"><a href=\"https:\/\/ic4ml.org\/the-journal-of-media-literacy\/about-the-jml\/\"><strong>About the Journal of Media Literacy<\/strong><\/a><\/li>\n\n\n\n<li class=\"\"><a href=\"https:\/\/ic4ml.org\/the-journal-of-media-literacy\/about-the-jml\/editorial-board\/\"><strong>Our Editorial Team<\/strong><\/a><\/li>\n\n\n\n<li class=\"\"><a href=\"https:\/\/ic4ml.org\/the-journal-of-media-literacy\/about-the-jml\/our-philosophy\/\"><strong>Our Philosophy<\/strong><\/a><\/li>\n\n\n\n<li class=\"\"><a href=\"https:\/\/ic4ml.org\/the-journal-of-media-literacy\/about-the-jml\/publication-ethics-policy\/\"><strong>Publication Ethics Policy<\/strong><\/a><\/li>\n\n\n\n<li class=\"\"><a href=\"https:\/\/ic4ml.org\/the-journal-of-media-literacy\/about-the-jml\/author-guidelines\/\"><strong>Author Guidelines<\/strong><\/a><\/li>\n\n\n\n<li class=\"\"><a href=\"https:\/\/ic4ml.org\/get-involved-with-ic4ml\/\"><strong>Get Involved<\/strong><\/a><\/li>\n<\/ul>\n<\/div><\/div>\n<\/div>\n<\/div>\n","protected":false},"excerpt":{"rendered":"<p>Media literacy is often coupled with a version of information literacy. I argue this is conceptually incoherent &#038; educationally problematic.<\/p>\n","protected":false},"author":1,"featured_media":4002,"menu_order":0,"comment_status":"open","ping_status":"open","template":"","format":"standard","meta":{"nf_dc_page":"","_editorskit_title_hidden":false,"_editorskit_reading_time":0,"_editorskit_is_block_options_detached":false,"_editorskit_block_options_position":"{}","advgb_blocks_editor_width":"","advgb_blocks_columns_visual_guide":"","_genesis_hide_title":false,"_genesis_hide_breadcrumbs":false,"_genesis_hide_singular_image":false,"_genesis_hide_footer_widgets":false,"_genesis_custom_body_class":"","_genesis_custom_post_class":"","_genesis_layout":"","_price":"","_stock":"","_tribe_ticket_header":"","_tribe_default_ticket_provider":"","_tribe_ticket_capacity":"0","_ticket_start_date":"","_ticket_end_date":"","_tribe_ticket_show_description":"","_tribe_ticket_show_not_going":false,"_tribe_ticket_use_global_stock":"","_tribe_ticket_global_stock_level":"","_global_stock_mode":"","_global_stock_cap":"","_tribe_rsvp_for_event":"","_tribe_ticket_going_count":"","_tribe_ticket_not_going_count":"","_tribe_tickets_list":"[]","_tribe_ticket_has_attendee_info_fields":false,"footnotes":""},"tags":[499,52],"series":[],"article_type":[903],"issue_number":[864],"ppma_author":[697],"class_list":["post-4000","journal-article","type-journal-article","status-publish","format-standard","has-post-thumbnail","tag-information-literacy","tag-media-literacy","article_type-framework-analysis","issue_number-enriching-teacher-librarian-dialogue","entry"],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v27.4 - https:\/\/yoast.com\/product\/yoast-seo-wordpress\/ -->\n<title>The Trouble with \u2018Information Literacy\u2019: a valuable dialogue grows from a provocative blog post - The Journal of Media Literacy<\/title>\n<meta name=\"description\" content=\"Media literacy is often coupled with a version of information literacy. I argue this is conceptually incoherent &amp; educationally problematic.\" \/>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/ic4ml.org\/es\/journal-article\/the-trouble-with-information-literacy-a-valuable-dialogue-grows-from-a-provocative-blog-post\/\" \/>\n<meta property=\"og:locale\" content=\"es_ES\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"The Trouble with \u2018Information Literacy\u2019: a valuable dialogue grows from a provocative blog post - The Journal of Media Literacy\" \/>\n<meta property=\"og:description\" content=\"Media literacy is often coupled with a version of information literacy. 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