Specific aspects of information literacy (Shapiro and Hughes, 1996) ← Previous revision Revision as of 14:38, 23 September 2009 Line 39: Line 39: *”’Critical literacy”’, or the ability to evaluate critically the intellectual, human and social strengths and weaknesses, potentials and limits, benefits and costs of information technologies.<ref>Shapiro, Jeremy J. and Shelley K. Hughes, “[http://net.educause.edu/apps/er/review/reviewArticles/31231.html Information Literacy as a Liberal Art]“, ”Educom Review”, 31:2 (Mar/Apr 1996).</ref> *”’Critical literacy”’, or the ability to evaluate critically the intellectual, human and social strengths and weaknesses, potentials and limits, benefits and costs of information technologies.<ref>Shapiro, Jeremy J. and Shelley K. Hughes, “[http://net.educause.edu/apps/er/review/reviewArticles/31231.html Information Literacy as a Liberal Art]“, ”Educom Review”, 31:2 (Mar/Apr 1996).</ref> -Ira Shor further defines critical literacy as “[habits] of thought, reading, writing, and speaking which go beneath surface meaning, first impressions, dominant myths, official pronouncements, traditional clichés, received wisdom, and mere opinions, to understand the deep meaning, root causes, social context, ideology, and personal consequences of any action, event, object, process, organization, experience, text, subject matter, policy, mass media, or discourse”. <ref>Ira Shor, “[http://www.lesley.edu/journals/jppp/4/shor.html What is Critical Literacy?]“, ”The Journal of Pedagogy, Pluralism, & Practice”, 4:1 (Fall 1999). …

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