Insights on information literacy from social studies classrooms in the southeast

Abstract

Living and learning in the United States in 2023 is different than it was decades ago. The proliferation of mis/disinformation vis-a-vis digital means is causing “truth decay,” with an increase in disagreement amongst citizens about what is opinion and fact. Such disagreements constrain opportunities for healthy democratic dialogue. To repair and rebuild dialogue, citizens need information literacy. This article draws upon qualitative data from four social studies eleventh grade classrooms, including teacher and student interviews and focus groups, to better understand the contemporary landscape of teaching and learning information literacy in today’s digital age. Analysis of findings speak to five interrelated insights from practice within the information literacy teaching and learning landscape of one high school context in the southeast of the United States.

Keywords:

• Information literacy
• K-12 social studies
• instructional practice
• civic education
• research-practice partnerships

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Notes on contributors

Daniela DiGiacomo

Daniela Kruel DiGiacomo, PhD, is an Assistant Professor at the University of Kentucky in the School of Information Science. With a background in teaching and social work, DiGiacomo’s program of research currently focuses on how to design formal and informal learning settings in ways that support and extend young people’s lived experiences, interests, and expertise.

Carly Muetterties

Carly Muetterties, PhD, is the co-founder of CommonGoodEd.com. A former high school social studies teacher and Managing Editor for C3Teachers, Carly collaborates with teachers, schools/districts, and educational organizations in designing inquiry learning experiences to create a culture of inquiry in their classrooms.

Caitlin Taylor

Caitlin Taylor, MSLS, is a recent graduate of the Library Science program from University of Kentucky’s School of Information Science. Her research interests center on information literacy instruction, particularly at the higher education level.