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Transcending Academic Power Structures: Navigating STEM Misinformation for Undergraduate Learning

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dc.contributor.authorMutch, Stephanie
dc.contributor.authorMercer, Kathryn
dc.contributor.authorWeaver, Kari D.
dc.date.accessioned2022-07-05T19:29:23Z
dc.date.available2022-07-05T19:29:23Z
dc.date.issued2022-02
dc.description.abstractWhen students enter university, they learn that there are two types of information: information that can be found using library resources and the information that is found using Google. Sources are often framed in opposition to one another, with the library’s resources representing good and authoritative information, while other sources are considered risky and inferior. Librarians have started to question the usefulness of privileging certain types of information over others, acknowledging that highly useful and reliable information does exist outside of the confines of library resources. Specifically, by inherently devaluing sources found outside of the traditional academic context, how are we unintentionally perpetuating a power system that devalues non-academic voices, experiences, and contexts. Further, individuals with alternative viewpoints must first learn to act, think, and excel on academia’s terms before their worldviews and the information they have to share will be granted legitimacy by the academy. This poster uses critical theory to help position information as an element within the broader academic power structure. We are advocating for a more inclusive approach used in library instruction that encourages students to critically evaluate information on an individual basis.en
dc.identifier.urihttp://hdl.handle.net/10012/18426
dc.language.isoenen
dc.publisherOntario Library Associationen
dc.rightsAttribution-NonCommercial 4.0 International*
dc.rights.urihttp://creativecommons.org/licenses/by-nc/4.0/*
dc.subjectSTEM educationen
dc.subjectundergraduate studentsen
dc.subjectinformation literacyen
dc.subjectpower structuresen
dc.subjectcritical theoryen
dc.titleTranscending Academic Power Structures: Navigating STEM Misinformation for Undergraduate Learningen
dc.typeConference Posteren
dcterms.bibliographicCitationMutch, S., Mercer, K., & Weaver, K. D. (2022, February 1-5). Transcending academic power structures: Navigating STEM misinformation for undergraduate learning [Poster presentation]. Ontario Library Association Super Conference 2022, Virtual.en
uws.contributor.affiliation1Waterloo Libraryen
uws.contributor.affiliation2Waterloo Libraryen
uws.peerReviewStatusRevieweden
uws.scholarLevelLibrarianen
uws.typeOfResourceTexten

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