TY - JOUR
T1 - Exploring the Criminology Curriculum – Using the Intersectionality Matrix as a Pedagogical Tool to Develop Students’ Critical Information Literacy Skills.
AU - Stockdale, Kelly
AU - Sweeney, Rowan
AU - McCluskey Dean, Clare
N1 - Funding information: This research was funded by pump-priming fund York St. John University.
PY - 2022/10/2
Y1 - 2022/10/2
N2 - Traditional literacy skills often neglect to develop students’ critical understanding of how information and knowledge are formed, and the unequal power relations at the heart of this process (Beilin, 2005). There are deep, entrenched biases within criminology curriculum content, and empowering students to use critical information literacy skills is an important part of recognising and disrupting knowledge hierarchies in relation to race, class, and gender. This paper builds on research exploring the content of student reading lists from the curriculum of a new criminology degree programme at an English university. Focus groups and one-to-one interviews were held with 20 undergraduate criminology students to explore how students interact with the course reading lists and how they consider and engage with the sources they use. We argue for critical information literacy to be embedded within our teaching of criminology, and for lecturers and students to more pro-actively consider the sources they use.
AB - Traditional literacy skills often neglect to develop students’ critical understanding of how information and knowledge are formed, and the unequal power relations at the heart of this process (Beilin, 2005). There are deep, entrenched biases within criminology curriculum content, and empowering students to use critical information literacy skills is an important part of recognising and disrupting knowledge hierarchies in relation to race, class, and gender. This paper builds on research exploring the content of student reading lists from the curriculum of a new criminology degree programme at an English university. Focus groups and one-to-one interviews were held with 20 undergraduate criminology students to explore how students interact with the course reading lists and how they consider and engage with the sources they use. We argue for critical information literacy to be embedded within our teaching of criminology, and for lecturers and students to more pro-actively consider the sources they use.
KW - Curriculum development
KW - critical information literacy
KW - critical librarianship
KW - decolonializing the curriculum
KW - intersectionality
UR - http://www.scopus.com/inward/record.url?scp=85121803197&partnerID=8YFLogxK
U2 - 10.1080/10511253.2021.2019290
DO - 10.1080/10511253.2021.2019290
M3 - Article
SN - 1051-1253
VL - 33
SP - 567
EP - 585
JO - Journal of Criminal Justice Education
JF - Journal of Criminal Justice Education
IS - 4
ER -