While most disciplines have responded to the generic openness of the ACRL Standards by creating discipline-specific guidelines and competencies, there is a need for us to consider other ways to approach information literacy in the disciplines. Critical information literacy reminds us to engage ourselves and our students with what Freire described as "problem-posing education," which "bases itself on creativity and stimulates true reflection and action upon reality" (84). This article discusses how information literacy work in literatures in English could engage students and librarians in the act of collective problem-posing about the discipline. Drawing upon critical information literacy's emphasis on questions, this article argues for the importance of engaging our students, our colleagues, our campuses, our selves, and our profession in the act of questioning related to information literacy and the disciplines.
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Jacobs, H. L. (2014). Pedagogies of Possibility Within the Disciplines: Critical Information Literacy and Literatures in English. Communications in Information Literacy, 8 (2), 192-207. https://doi.org/10.15760/comminfolit.2014.8.2.166