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class="social-profile-avatar-container"><img class="profile-avatar u-positionAbsolute" alt="Natasha Casey" border="0" onerror="if (this.src != '//a.academia-assets.com/images/s200_no_pic.png') this.src = '//a.academia-assets.com/images/s200_no_pic.png';" width="200" height="200" src="https://0.academia-photos.com/33259334/11880998/21882762/s200_natasha.casey.jpg" /></div><div class="title-container"><h1 class="ds2-5-heading-sans-serif-sm">Natasha Casey</h1><div class="affiliations-container fake-truncate js-profile-affiliations"><div><a class="u-tcGrayDarker" href="https://llcc.academia.edu/">Lincoln Land Community College</a>, <a class="u-tcGrayDarker" href="https://llcc.academia.edu/Departments/Arts_and_Communication/Documents">Arts and Communication</a>, <span class="u-tcGrayDarker">Faculty Member</span></div><div><a class="u-tcGrayDarker" href="https://blackburn.academia.edu/">Blackburn College</a>, <a class="u-tcGrayDarker" href="https://blackburn.academia.edu/Departments/English_and_Communications/Documents">English and Communications</a>, <span class="u-tcGrayDarker">Faculty Member</span></div><div><a class="u-tcGrayDarker" href="https://mcgill.academia.edu/">McGill University</a>, <a class="u-tcGrayDarker" href="https://mcgill.academia.edu/Departments/Art_History_and_communication_studies/Documents">Art History and communication studies</a>, <span class="u-tcGrayDarker">Alumna</span></div><div><a class="u-tcGrayDarker" href="https://tcu.academia.edu/">Texas Christian University</a>, <a class="u-tcGrayDarker" href="https://tcu.academia.edu/Departments/Bob_Schieffer_College_of_Communication/Documents">Bob Schieffer College of Communication</a>, <span class="u-tcGrayDarker">Alumna</span></div><div><a class="u-tcGrayDarker" href="https://ucreative.academia.edu/">University for the Creative Arts</a>, <a class="u-tcGrayDarker" href="https://ucreative.academia.edu/Departments/School_of_Film_Media_and_Performing_Arts/Documents">School of Film, Media and Performing Arts</a>, <span class="u-tcGrayDarker">Alumna</span></div></div></div></div><div class="sidebar-cta-container"><button class="ds2-5-button hidden profile-cta-button grow js-profile-follow-button" data-broccoli-component="user-info.follow-button" data-click-track="profile-user-info-follow-button" data-follow-user-fname="Natasha" data-follow-user-id="33259334" data-follow-user-source="profile_button" data-has-google="false"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">add</span>Follow</button><button class="ds2-5-button hidden profile-cta-button grow js-profile-unfollow-button" data-broccoli-component="user-info.unfollow-button" data-click-track="profile-user-info-unfollow-button" data-unfollow-user-id="33259334"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">done</span>Following</button></div></div><div class="user-stats-container"><a><div class="stat-container js-profile-followers"><p class="label">Followers</p><p class="data">123</p></div></a><a><div class="stat-container js-profile-followees" data-broccoli-component="user-info.followees-count" data-click-track="profile-expand-user-info-following"><p class="label">Following</p><p class="data">70</p></div></a><a><div class="stat-container js-profile-coauthors" data-broccoli-component="user-info.coauthors-count" data-click-track="profile-expand-user-info-coauthors"><p class="label">Co-authors</p><p class="data">2</p></div></a><a href="/NatashaCasey/mentions"><div class="stat-container"><p class="label">Mentions</p><p class="data">1</p></div></a><span><div class="stat-container"><p class="label"><span class="js-profile-total-view-text">Public Views</span></p><p class="data"><span class="js-profile-view-count"></span></p></div></span></div><div class="user-bio-container"><div class="profile-bio fake-truncate js-profile-about" style="margin: 0px;">My research interests include critical media and information literacy, media studies, critical race studies and American Irish popular culture.<br /><br />Ph.D. Communication Studies, McGill University, Montreal, Quebec, Canada<br />MSc. Media Studies, TCU, Fort Worth, Texas, USA<br />BA Media Studies, University for the Creative Arts, Farnham, Surrey, England<br /><b>Address: </b>www.natashacasey.com<br /><div class="js-profile-less-about u-linkUnstyled u-tcGrayDarker u-textDecorationUnderline u-displayNone">less</div></div></div><div class="ri-section"><div class="ri-section-header"><span>Interests</span><a class="ri-more-link js-profile-ri-list-card" data-click-track="profile-user-info-primary-research-interest" data-has-card-for-ri-list="33259334">View All (20)</a></div><div class="ri-tags-container"><a data-click-track="profile-user-info-expand-research-interests" data-has-card-for-ri-list="33259334" href="https://www.academia.edu/Documents/in/Critical_Media_Literacy"><div id="js-react-on-rails-context" style="display:none" 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hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/42178131/Not_Tolerating_Intolerance_Unpacking_Critical_Pedagogy_in_Classrooms_and_Conferences"><img alt="Research paper thumbnail of Not Tolerating Intolerance: Unpacking Critical Pedagogy in Classrooms and Conferences" class="work-thumbnail" src="https://attachments.academia-assets.com/62319529/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/42178131/Not_Tolerating_Intolerance_Unpacking_Critical_Pedagogy_in_Classrooms_and_Conferences">Not Tolerating Intolerance: Unpacking Critical Pedagogy in Classrooms and Conferences</a></div><div class="wp-workCard_item"><span>Libraries Promoting Reflective Dialogue in a Time of Political Polarization, Andrea Baer, Ellysa Stern Cahoy and Robert Schroeder (editors), ACRL Press</span><span>, 2019</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">"In “Not Tolerating Intolerance: Unpacking Critical Pedagogy in Classrooms and Conferences” (chap...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">"In “Not Tolerating Intolerance: Unpacking Critical Pedagogy in Classrooms and Conferences” (chapter 8), librarian Spencer Brayton and media literacy professor Natasha Casey discuss their experiences at conferences on critical information literacy and critical media literacy. They observe a lack of critical dialogue at many of these conferences and argue that the pedagogical approaches stressed at these events often are not effec-tive in classrooms, especially if students’ political views do not align with those of the teacher. Brayton and Casey identify parallels between the ways that conversa-tions at professional conferences and in the classroom often shut down, even when participants have good intentions to ask and to explore questions critically. They suggest strategies for how to foster truly critical dialogue both in our teaching and in our professional interactions". From the book's introduction by Andrea Baer, Ellysa Stern Cahoy, and Robert Schroeder (<a href="https://librariesdialogue.wordpress.com/" rel="nofollow">https://librariesdialogue.wordpress.com/</a>).</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="38ade6558088ce62216ef8aef1e0a333" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":62319529,"asset_id":42178131,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/62319529/download_file?st=MTczMzAxMzY2MSw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="42178131"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="42178131"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 42178131; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=42178131]").text(description); $(".js-view-count[data-work-id=42178131]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 42178131; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='42178131']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 42178131, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "38ade6558088ce62216ef8aef1e0a333" } } $('.js-work-strip[data-work-id=42178131]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":42178131,"title":"Not Tolerating Intolerance: Unpacking Critical Pedagogy in Classrooms and Conferences","translated_title":"","metadata":{"abstract":"\"In “Not Tolerating Intolerance: Unpacking Critical Pedagogy in Classrooms and Conferences” (chapter 8), librarian Spencer Brayton and media literacy professor Natasha Casey discuss their experiences at conferences on critical information literacy and critical media literacy. 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From the book's introduction by Andrea Baer, Ellysa Stern Cahoy, and Robert Schroeder (https://librariesdialogue.wordpress.com/).","page_numbers":"171-186","publication_date":{"day":null,"month":null,"year":2019,"errors":{}},"publication_name":"Libraries Promoting Reflective Dialogue in a Time of Political Polarization, Andrea Baer, Ellysa Stern Cahoy and Robert Schroeder (editors), ACRL Press"},"translated_abstract":"\"In “Not Tolerating Intolerance: Unpacking Critical Pedagogy in Classrooms and Conferences” (chapter 8), librarian Spencer Brayton and media literacy professor Natasha Casey discuss their experiences at conferences on critical information literacy and critical media literacy. They observe a lack of critical dialogue at many of these conferences and argue that the pedagogical approaches stressed at these events often are not effec-tive in classrooms, especially if students’ political views do not align with those of the teacher. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="38371916"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/38371916/Reflections_on_Adopting_a_Critical_Media_and_Information_Literacy_Pedagogy_pdf"><img alt="Research paper thumbnail of Reflections on Adopting a Critical Media and Information Literacy Pedagogy.pdf" class="work-thumbnail" src="https://attachments.academia-assets.com/58426009/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/38371916/Reflections_on_Adopting_a_Critical_Media_and_Information_Literacy_Pedagogy_pdf">Reflections on Adopting a Critical Media and Information Literacy Pedagogy.pdf</a></div><div class="wp-workCard_item"><span>Critical Approaches to Credit-Bearing Information Literacy Courses</span><span>, 2019</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">CRITICAL INFORMATION LITERACY (CIL) and critical media literacy (CML) are sub-areas within the br...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">CRITICAL INFORMATION LITERACY (CIL) and critical media literacy<br />(CML) are sub-areas within the broader fields of information literacy<br />and media literacy. The latter two are typically (though not exclusively)<br />located within the disciplines of library and information science (LIS) and<br />communications respectively. Similar to appeals made by Marcus Leaning<br />(2014) to combine media and information literacy, we strongly advocate<br />that the critical wings of information literacy and media literacy have<br />much in common and should be allied. To that end, we introduce the term<br />“critical media and information literacy” or CMIL. In this chapter, we provide<br />an overview of the critical traditions in media and information literacy,<br />a rationale for combining CIL and CML, alongside practical classroom<br />examples for a credit-bearing IL course, and identify challenges including<br />assessment as well as student responses to our critical media and information literacy (CMIL) course.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="8da8b740b96ecc910a55b659b17534a6" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":58426009,"asset_id":38371916,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/58426009/download_file?st=MTczMzAxMzY2MSw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="38371916"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="38371916"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 38371916; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=38371916]").text(description); $(".js-view-count[data-work-id=38371916]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 38371916; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='38371916']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 38371916, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "8da8b740b96ecc910a55b659b17534a6" } } $('.js-work-strip[data-work-id=38371916]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":38371916,"title":"Reflections on Adopting a Critical Media and Information Literacy Pedagogy.pdf","translated_title":"","metadata":{"abstract":"CRITICAL INFORMATION LITERACY (CIL) and critical media literacy\n(CML) are sub-areas within the broader fields of information literacy\nand media literacy. The latter two are typically (though not exclusively)\nlocated within the disciplines of library and information science (LIS) and\ncommunications respectively. Similar to appeals made by Marcus Leaning\n(2014) to combine media and information literacy, we strongly advocate\nthat the critical wings of information literacy and media literacy have\nmuch in common and should be allied. To that end, we introduce the term\n“critical media and information literacy” or CMIL. In this chapter, we provide\nan overview of the critical traditions in media and information literacy,\na rationale for combining CIL and CML, alongside practical classroom\nexamples for a credit-bearing IL course, and identify challenges including\nassessment as well as student responses to our critical media and information literacy (CMIL) course.","publication_date":{"day":null,"month":null,"year":2019,"errors":{}},"publication_name":"Critical Approaches to Credit-Bearing Information Literacy Courses"},"translated_abstract":"CRITICAL INFORMATION LITERACY (CIL) and critical media literacy\n(CML) are sub-areas within the broader fields of information literacy\nand media literacy. The latter two are typically (though not exclusively)\nlocated within the disciplines of library and information science (LIS) and\ncommunications respectively. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="36639653"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/36639653/Media_and_Information_Literacy_in_a_Higher_Education_Environment_An_Overview_and_Case_Study_with_Spencer_Brayton_"><img alt="Research paper thumbnail of Media and Information Literacy in a Higher Education Environment: An Overview and Case Study (with Spencer Brayton)" class="work-thumbnail" src="https://attachments.academia-assets.com/56571919/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/36639653/Media_and_Information_Literacy_in_a_Higher_Education_Environment_An_Overview_and_Case_Study_with_Spencer_Brayton_">Media and Information Literacy in a Higher Education Environment: An Overview and Case Study (with Spencer Brayton)</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">The fields of media literacy and information literacy have different histories and developed thro...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">The fields of media literacy and information literacy have different histories and developed through different traditions. Despite these differences, each field has come to a convergence over the last decade, which is important to the development of both. The authors advocate for a combined media and information literacy approach and share the commonalities in support of this interdisciplinary model. This includes a discussion of a collaborative approach in the form of the authors’ media and information <br />literacy course, including analysis of student survey responses and feedback included in course reflection papers. The chapter concludes with explanations for the lack of similar models in the United States <br />and the reasons for the lack of alliances between the two fields of study in general.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="adf370c0cf76e50614d55a217a5a5a9d" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":56571919,"asset_id":36639653,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/56571919/download_file?st=MTczMzAxMzY2MSw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="36639653"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="36639653"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 36639653; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=36639653]").text(description); $(".js-view-count[data-work-id=36639653]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 36639653; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='36639653']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 36639653, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "adf370c0cf76e50614d55a217a5a5a9d" } } $('.js-work-strip[data-work-id=36639653]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":36639653,"title":"Media and Information Literacy in a Higher Education Environment: An Overview and Case Study (with Spencer Brayton)","translated_title":"","metadata":{"abstract":"The fields of media literacy and information literacy have different histories and developed through different traditions. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="profile--tab_heading_container js-section-heading" data-section="Journal Articles" id="Journal Articles"><h3 class="profile--tab_heading_container">Journal Articles by Natasha Casey</h3></div><div class="js-work-strip profile--work_container" data-work-id="74014623"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/74014623/Beyond_the_Pale_Irishness_and_White_Supremacy_in_1990s_America"><img alt="Research paper thumbnail of Beyond the Pale: Irishness and White Supremacy in 1990s America" class="work-thumbnail" src="https://attachments.academia-assets.com/82321564/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/74014623/Beyond_the_Pale_Irishness_and_White_Supremacy_in_1990s_America">Beyond the Pale: Irishness and White Supremacy in 1990s America</a></div><div class="wp-workCard_item"><span>Canadian Journal of Irish Studies</span><span>, 2020</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">The status of Irishness throughout the 1990s and 2000s departed significantly from its historical...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">The status of Irishness throughout the 1990s and 2000s departed significantly from its historical antecedents, as it came to influence the American popular culture landscape in ways few could have predicted. Claiming an Irish or American Irish identity or often simply an affinity with Irishness became a common way to maintain, articulate, and openly defend one’s white identity in a society perpetually preoccupied with racial issues. This work examines the use of Irish iconography in tattooing, festivals, and St. Patrick’s Day events by deviant groups (hate/nationalist/white supremacist groups) throughout the 1990s and 2000s, many of which used the mainstream fascination with Irishness to boost membership and appeal to wider, more general, white audiences. There is some evidence this was a successful strategy. By utilizing a critical race lens to examine some of the ways in which these groups deployed Irishness, it is hoped more can be learned about these largely unexamined practices.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="78825fbf8f50ab4066ad50e6d6ad1a76" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":82321564,"asset_id":74014623,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/82321564/download_file?st=MTczMzAxMzY2MSw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="74014623"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="74014623"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 74014623; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=74014623]").text(description); $(".js-view-count[data-work-id=74014623]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 74014623; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='74014623']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 74014623, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "78825fbf8f50ab4066ad50e6d6ad1a76" } } $('.js-work-strip[data-work-id=74014623]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":74014623,"title":"Beyond the Pale: Irishness and White Supremacy in 1990s America","translated_title":"","metadata":{"abstract":"The status of Irishness throughout the 1990s and 2000s departed significantly from its historical antecedents, as it came to influence the American popular culture landscape in ways few could have predicted. 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By utilizing a critical race lens to examine some of the ways in which these groups deployed Irishness, it is hoped more can be learned about these largely unexamined practices.","publication_date":{"day":null,"month":null,"year":2020,"errors":{}},"publication_name":"Canadian Journal of Irish Studies"},"translated_abstract":"The status of Irishness throughout the 1990s and 2000s departed significantly from its historical antecedents, as it came to influence the American popular culture landscape in ways few could have predicted. Claiming an Irish or American Irish identity or often simply an affinity with Irishness became a common way to maintain, articulate, and openly defend one’s white identity in a society perpetually preoccupied with racial issues. 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By utilizing a critical race lens to examine some of the ways in which these groups deployed Irishness, it is hoped more can be learned about these largely unexamined practices.","internal_url":"https://www.academia.edu/74014623/Beyond_the_Pale_Irishness_and_White_Supremacy_in_1990s_America","translated_internal_url":"","created_at":"2022-03-18T07:21:53.059-07:00","preview_url":null,"current_user_can_edit":false,"current_user_is_owner":null,"owner_id":33259334,"coauthors_can_edit":false,"document_type":"other","co_author_tags":[],"downloadable_attachments":[{"id":82321564,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/82321564/thumbnails/1.jpg","file_name":"copierblackburn.edu_20210908_110552.pdf","download_url":"https://www.academia.edu/attachments/82321564/download_file?st=MTczMzAxMzY2MSw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Beyond_the_Pale_Irishness_and_White_Supr.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/82321564/copierblackburn.edu_20210908_110552.pdf?1647613309=\u0026response-content-disposition=attachment%3B+filename%3DBeyond_the_Pale_Irishness_and_White_Supr.pdf\u0026Expires=1733017261\u0026Signature=bGqbpelnAiT4Q534WXhqvYDQJqOErQUB-wEiiWjdSqBz9nCdEKEzDfHIimbH4fF5nPALMT2xUVXSeeuZba3AIS0OTJ52nVGJdblfgPQ88XSb9EsqSijK5ogcETPR1M3hdE4Ia~MM9mOJAH~hxGP9RtFxT67GqOnQu8WGkcfRB2qnw0rd9AspPZUy-ItPPpCSt-pw8SGKx8vVh~K6ZqibLv7gR6FtvBSd4TRN4bCarwO2lRZT1WqYKJICikEC8R~Fdb7Df8kdINyOfaJmZly-xpFx0f-6MZFXcPPwUpXdcj4Z2AhqWupMp0kOAUQg01Ofgylp~nI2BfTdb4zwc~I2wA__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Beyond_the_Pale_Irishness_and_White_Supremacy_in_1990s_America","translated_slug":"","page_count":14,"language":"en","content_type":"Work","owner":{"id":33259334,"first_name":"Natasha","middle_initials":null,"last_name":"Casey","page_name":"NatashaCasey","domain_name":"llcc","created_at":"2015-07-22T10:31:00.633-07:00","display_name":"Natasha Casey","url":"https://llcc.academia.edu/NatashaCasey"},"attachments":[{"id":82321564,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/82321564/thumbnails/1.jpg","file_name":"copierblackburn.edu_20210908_110552.pdf","download_url":"https://www.academia.edu/attachments/82321564/download_file?st=MTczMzAxMzY2MSw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Beyond_the_Pale_Irishness_and_White_Supr.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/82321564/copierblackburn.edu_20210908_110552.pdf?1647613309=\u0026response-content-disposition=attachment%3B+filename%3DBeyond_the_Pale_Irishness_and_White_Supr.pdf\u0026Expires=1733017261\u0026Signature=bGqbpelnAiT4Q534WXhqvYDQJqOErQUB-wEiiWjdSqBz9nCdEKEzDfHIimbH4fF5nPALMT2xUVXSeeuZba3AIS0OTJ52nVGJdblfgPQ88XSb9EsqSijK5ogcETPR1M3hdE4Ia~MM9mOJAH~hxGP9RtFxT67GqOnQu8WGkcfRB2qnw0rd9AspPZUy-ItPPpCSt-pw8SGKx8vVh~K6ZqibLv7gR6FtvBSd4TRN4bCarwO2lRZT1WqYKJICikEC8R~Fdb7Df8kdINyOfaJmZly-xpFx0f-6MZFXcPPwUpXdcj4Z2AhqWupMp0kOAUQg01Ofgylp~nI2BfTdb4zwc~I2wA__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":386,"name":"Irish Studies","url":"https://www.academia.edu/Documents/in/Irish_Studies"},{"id":16069,"name":"Critical Race Theory and Whiteness theory","url":"https://www.academia.edu/Documents/in/Critical_Race_Theory_and_Whiteness_theory"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="37641448"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/37641448/Media_and_Information_Literacy_Growth_Through_Collaborative_Pedagogy"><img alt="Research paper thumbnail of Media and Information Literacy: Growth Through Collaborative Pedagogy" class="work-thumbnail" src="https://attachments.academia-assets.com/57626785/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/37641448/Media_and_Information_Literacy_Growth_Through_Collaborative_Pedagogy">Media and Information Literacy: Growth Through Collaborative Pedagogy</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://llcc.academia.edu/NatashaCasey">Natasha Casey</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://blackburn.academia.edu/SpencerBrayton">Spencer Brayton</a></span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">The fields of media literacy and information literacy have different histories and have developed...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">The fields of media literacy and information literacy<br />have different histories and have developed through<br />different traditions. Despite these differences, many<br />writers including Sonia Livingstone, Renee Hobbs and<br />Marcus Leaning, support their integration. This appeal<br />also forms the foundation for the various projects<br />and curricula established by the Global Alliance for<br />Partnerships on Media and Information Literacy (a<br />UNESCO initiative). Notwithstanding these appeals<br />and ventures, the two fields remain largely siloed in<br />U.S. higher education. This research examines the separate traditions of media literacy and information literacy in the U.S., delineates the striking commonalities between the two<br />fields (while also recognizing important pedagogical<br />and philosophical differences within and between<br />both), and provides a rationale for why the two should be taught together. The authors offer one approach for<br />teaching media and information literacy in a liberal<br />arts college classroom, include a discussion of the authors’<br />faculty-librarian collaboration, an overview of<br />the course, and student responses to it. They conclude<br />with explanations for the dearth of similar models and<br />the reasons for the lack of alliances between the two<br />fields of study in general, including the persistence of<br />silos in higher education and outdated, sometimes stereotypical notions of information literacy (from some<br />traditional communications studies perspectives).</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="a164407ebd46c3f84dd44667d57404c4" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":57626785,"asset_id":37641448,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/57626785/download_file?st=MTczMzAxMzY2MSw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="37641448"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="37641448"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 37641448; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=37641448]").text(description); $(".js-view-count[data-work-id=37641448]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 37641448; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='37641448']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 37641448, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "a164407ebd46c3f84dd44667d57404c4" } } $('.js-work-strip[data-work-id=37641448]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":37641448,"title":"Media and Information Literacy: Growth Through Collaborative Pedagogy","translated_title":"","metadata":{"abstract":"The fields of media literacy and information literacy\nhave different histories and have developed through\ndifferent traditions. Despite these differences, many\nwriters including Sonia Livingstone, Renee Hobbs and\nMarcus Leaning, support their integration. This appeal\nalso forms the foundation for the various projects\nand curricula established by the Global Alliance for\nPartnerships on Media and Information Literacy (a\nUNESCO initiative). Notwithstanding these appeals\nand ventures, the two fields remain largely siloed in\nU.S. higher education. This research examines the separate traditions of media literacy and information literacy in the U.S., delineates the striking commonalities between the two\nfields (while also recognizing important pedagogical\nand philosophical differences within and between\nboth), and provides a rationale for why the two should be taught together. The authors offer one approach for\nteaching media and information literacy in a liberal\narts college classroom, include a discussion of the authors’\nfaculty-librarian collaboration, an overview of\nthe course, and student responses to it. They conclude\nwith explanations for the dearth of similar models and\nthe reasons for the lack of alliances between the two\nfields of study in general, including the persistence of\nsilos in higher education and outdated, sometimes stereotypical notions of information literacy (from some\ntraditional communications studies perspectives)."},"translated_abstract":"The fields of media literacy and information literacy\nhave different histories and have developed through\ndifferent traditions. Despite these differences, many\nwriters including Sonia Livingstone, Renee Hobbs and\nMarcus Leaning, support their integration. This appeal\nalso forms the foundation for the various projects\nand curricula established by the Global Alliance for\nPartnerships on Media and Information Literacy (a\nUNESCO initiative). Notwithstanding these appeals\nand ventures, the two fields remain largely siloed in\nU.S. higher education. This research examines the separate traditions of media literacy and information literacy in the U.S., delineates the striking commonalities between the two\nfields (while also recognizing important pedagogical\nand philosophical differences within and between\nboth), and provides a rationale for why the two should be taught together. The authors offer one approach for\nteaching media and information literacy in a liberal\narts college classroom, include a discussion of the authors’\nfaculty-librarian collaboration, an overview of\nthe course, and student responses to it. They conclude\nwith explanations for the dearth of similar models and\nthe reasons for the lack of alliances between the two\nfields of study in general, including the persistence of\nsilos in higher education and outdated, sometimes stereotypical notions of information literacy (from some\ntraditional communications studies perspectives).","internal_url":"https://www.academia.edu/37641448/Media_and_Information_Literacy_Growth_Through_Collaborative_Pedagogy","translated_internal_url":"","created_at":"2018-10-24T07:11:22.219-07:00","preview_url":null,"current_user_can_edit":false,"current_user_is_owner":null,"owner_id":33259334,"coauthors_can_edit":false,"document_type":"other","co_author_tags":[{"id":31985864,"work_id":37641448,"tagging_user_id":33259334,"tagged_user_id":24486640,"co_author_invite_id":null,"email":"b***n@uwalumni.com","affiliation":"Blackburn College","display_order":1,"name":"Spencer Brayton","title":"Media and Information Literacy: Growth Through Collaborative Pedagogy"}],"downloadable_attachments":[{"id":57626785,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/57626785/thumbnails/1.jpg","file_name":"JML_65-_Fall_2018.pdf","download_url":"https://www.academia.edu/attachments/57626785/download_file?st=MTczMzAxMzY2MSw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Media_and_Information_Literacy_Growth_Th.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/57626785/JML_65-_Fall_2018-libre.pdf?1540390934=\u0026response-content-disposition=attachment%3B+filename%3DMedia_and_Information_Literacy_Growth_Th.pdf\u0026Expires=1733017261\u0026Signature=PoXssllgqnqHOluRPlT5CSkV9lnhGpMuYLzIieeu48R0Ho4jZ4OR4uWRiJwf78qVlKBSdRSqdLvJk1cCNSuctZXFeELp0me8NkqPqV~rPGj6kV3ZszyyBDIhebWHpMT3h~~tH~JO3dGau1LvIYCeWAKKxvIX57h3u4BOd1xnDPRyEfxalccMm1K4qMtPmjK3A4I2rHF0ng99H~ybEP2zEOL79P565EkFAB8NTC8JdK8W4cz2VSjc777kZrIcVYFMp2zyXEL1nZn49-VLpqKo39jo43OLR3VHX3iItgujldKstvFH7Ozeq5kuS6dItcsMykQB-3J0b7Gc5Grz62RPqA__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Media_and_Information_Literacy_Growth_Through_Collaborative_Pedagogy","translated_slug":"","page_count":111,"language":"en","content_type":"Work","owner":{"id":33259334,"first_name":"Natasha","middle_initials":null,"last_name":"Casey","page_name":"NatashaCasey","domain_name":"llcc","created_at":"2015-07-22T10:31:00.633-07:00","display_name":"Natasha Casey","url":"https://llcc.academia.edu/NatashaCasey"},"attachments":[{"id":57626785,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/57626785/thumbnails/1.jpg","file_name":"JML_65-_Fall_2018.pdf","download_url":"https://www.academia.edu/attachments/57626785/download_file?st=MTczMzAxMzY2MSw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Media_and_Information_Literacy_Growth_Th.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/57626785/JML_65-_Fall_2018-libre.pdf?1540390934=\u0026response-content-disposition=attachment%3B+filename%3DMedia_and_Information_Literacy_Growth_Th.pdf\u0026Expires=1733017261\u0026Signature=PoXssllgqnqHOluRPlT5CSkV9lnhGpMuYLzIieeu48R0Ho4jZ4OR4uWRiJwf78qVlKBSdRSqdLvJk1cCNSuctZXFeELp0me8NkqPqV~rPGj6kV3ZszyyBDIhebWHpMT3h~~tH~JO3dGau1LvIYCeWAKKxvIX57h3u4BOd1xnDPRyEfxalccMm1K4qMtPmjK3A4I2rHF0ng99H~ybEP2zEOL79P565EkFAB8NTC8JdK8W4cz2VSjc777kZrIcVYFMp2zyXEL1nZn49-VLpqKo39jo43OLR3VHX3iItgujldKstvFH7Ozeq5kuS6dItcsMykQB-3J0b7Gc5Grz62RPqA__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":1257,"name":"Information Literacy","url":"https://www.academia.edu/Documents/in/Information_Literacy"},{"id":2246,"name":"Digital Literacy","url":"https://www.academia.edu/Documents/in/Digital_Literacy"},{"id":4828,"name":"Collaboration","url":"https://www.academia.edu/Documents/in/Collaboration"},{"id":8280,"name":"Media Literacy","url":"https://www.academia.edu/Documents/in/Media_Literacy"},{"id":15735,"name":"Media Literacy Education","url":"https://www.academia.edu/Documents/in/Media_Literacy_Education"},{"id":42265,"name":"Librarianship","url":"https://www.academia.edu/Documents/in/Librarianship"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="14301359"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/14301359/Riverdance_The_Importance_of_Being_Irish_American"><img alt="Research paper thumbnail of Riverdance: The Importance of Being Irish American" class="work-thumbnail" src="https://attachments.academia-assets.com/46358899/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/14301359/Riverdance_The_Importance_of_Being_Irish_American">Riverdance: The Importance of Being Irish American</a></div><div class="wp-workCard_item"><span>New Hibernia Review</span><span>, 2002</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">... Natasha Casey. ... But perhaps the differences between the two shows may be best characterize...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">... Natasha Casey. ... But perhaps the differences between the two shows may be best characterized by noting where each found a permanent homeRiverdance at the Broadway Gershwin Theater in New York; Lord of the Dance at the New York New York Hotel and Casino in Las ...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="57a7a7ba7c2230eea51f24d8363d7846" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":46358899,"asset_id":14301359,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/46358899/download_file?st=MTczMzAxMzY2MSw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="14301359"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="14301359"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 14301359; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=14301359]").text(description); $(".js-view-count[data-work-id=14301359]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 14301359; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='14301359']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 14301359, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "57a7a7ba7c2230eea51f24d8363d7846" } } $('.js-work-strip[data-work-id=14301359]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":14301359,"title":"Riverdance: The Importance of Being Irish American","translated_title":"","metadata":{"abstract":"... 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ABC-CLIO, 2008 pp 14-142</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="add505c70c452f6a542fae73ae8fcd0c" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":46365179,"asset_id":26022420,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/46365179/download_file?st=MTczMzAxMzY2MSw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="26022420"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="26022420"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 26022420; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=26022420]").text(description); $(".js-view-count[data-work-id=26022420]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 26022420; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='26022420']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 26022420, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "add505c70c452f6a542fae73ae8fcd0c" } } $('.js-work-strip[data-work-id=26022420]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":26022420,"title":"Cultural Studies","translated_title":"","metadata":{"abstract":"Entry in \"Material Culture in America: Understanding Everyday Life\" by Helen Sheumaker \u0026 Teresa Shirley Wajda. 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New Hibernia Review, Volume 5, Issue 3, Autumn 2001, pp149-149.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="603d45c5cf2a90a65eddb83f1099008b" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":46381669,"asset_id":26042570,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/46381669/download_file?st=MTczMzAxMzY2MSw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="26042570"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="26042570"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 26042570; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=26042570]").text(description); $(".js-view-count[data-work-id=26042570]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 26042570; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='26042570']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 26042570, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "603d45c5cf2a90a65eddb83f1099008b" } } $('.js-work-strip[data-work-id=26042570]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":26042570,"title":"Contemporary Irish cinema: from The Quiet Man to Dancing at Lughnasa","translated_title":"","metadata":{"abstract":"Book review. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="profile--tab_heading_container js-section-heading" data-section="Conference Papers" id="Conference Papers"><h3 class="profile--tab_heading_container">Conference Papers by Natasha Casey</h3></div><div class="profile--tab_heading_container js-section-heading" data-section="Papers" id="Papers"><h3 class="profile--tab_heading_container">Papers by Natasha Casey</h3></div><div class="js-work-strip profile--work_container" data-work-id="112020379"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/112020379/Riverdance"><img alt="Research paper thumbnail of Riverdance" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/112020379/Riverdance">Riverdance</a></div><div class="wp-workCard_item"><span>Routledge eBooks</span><span>, May 31, 2023</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="112020379"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="112020379"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 112020379; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="107681587"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/107681587/Media_pandemic_pedagogies_at_a_US_College"><img alt="Research paper thumbnail of Media pandemic pedagogies at a US College" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/107681587/Media_pandemic_pedagogies_at_a_US_College">Media pandemic pedagogies at a US College</a></div><div class="wp-workCard_item"><span>Routledge eBooks</span><span>, Aug 4, 2022</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="107681587"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="107681587"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 107681587; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="107681585"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/107681585/Critical_Intersections_Collaboration_in_Media_and_Information_Literacy"><img alt="Research paper thumbnail of Critical Intersections: Collaboration in Media and Information Literacy" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/107681585/Critical_Intersections_Collaboration_in_Media_and_Information_Literacy">Critical Intersections: Collaboration in Media and Information Literacy</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Critical information literacy (CIL) and critical media literacy (CML) are sub-areas within the br...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Critical information literacy (CIL) and critical media literacy (CML) are sub-areas within the broader fields of information literacy and media literacy. The latter two are typically (though not exclusively) located within the disciplines of library and information science (LIS) and communications respectively. Earlier this decade Marcus Leaning observed, “ . . . the experience of being a user of information resources and a consumer of media is so similar that the two cannot be separated”. Leaning goes further by characterizing disciplinary silos as “pedagogically wasteful”.1 Following his lead, we strongly advocate that the critical wings of both information literacy and media literacy have much in common and should be allied. With its focus on knowledge, power and justice, critical pedagogy serves as the bridge between CIL and CML. And although the critical component is a more recent feature of information literacy than media literacy, it now occupies an important place in both areas. We will provide a rationale for combining CIL and CML, provide a model for its implementation (via examples from our own media and information literacy course), critically evaluate next steps for our work including removing the silos between both areas and examine the critical pedagogies that fuel our cross disciplinary collaboration</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="107681585"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="107681585"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 107681585; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=107681585]").text(description); $(".js-view-count[data-work-id=107681585]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 107681585; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='107681585']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 107681585, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=107681585]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":107681585,"title":"Critical Intersections: Collaboration in Media and Information Literacy","translated_title":"","metadata":{"abstract":"Critical information literacy (CIL) and critical media literacy (CML) are sub-areas within the broader fields of information literacy and media literacy. 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Leaning goes further by characterizing disciplinary silos as “pedagogically wasteful”.1 Following his lead, we strongly advocate that the critical wings of both information literacy and media literacy have much in common and should be allied. With its focus on knowledge, power and justice, critical pedagogy serves as the bridge between CIL and CML. And although the critical component is a more recent feature of information literacy than media literacy, it now occupies an important place in both areas. We will provide a rationale for combining CIL and CML, provide a model for its implementation (via examples from our own media and information literacy course), critically evaluate next steps for our work including removing the silos between both areas and examine the critical pedagogies that fuel our cross disciplinary collaboration","internal_url":"https://www.academia.edu/107681585/Critical_Intersections_Collaboration_in_Media_and_Information_Literacy","translated_internal_url":"","created_at":"2023-10-06T02:50:48.953-07:00","preview_url":null,"current_user_can_edit":false,"current_user_is_owner":null,"owner_id":33259334,"coauthors_can_edit":false,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[],"slug":"Critical_Intersections_Collaboration_in_Media_and_Information_Literacy","translated_slug":"","page_count":null,"language":"en","content_type":"Work","owner":{"id":33259334,"first_name":"Natasha","middle_initials":null,"last_name":"Casey","page_name":"NatashaCasey","domain_name":"llcc","created_at":"2015-07-22T10:31:00.633-07:00","display_name":"Natasha Casey","url":"https://llcc.academia.edu/NatashaCasey"},"attachments":[],"research_interests":[{"id":184,"name":"Sociology","url":"https://www.academia.edu/Documents/in/Sociology"},{"id":1257,"name":"Information Literacy","url":"https://www.academia.edu/Documents/in/Information_Literacy"}],"urls":[{"id":34366736,"url":"https://digitalcommons.georgiasouthern.edu/criticalmedialiteracy/2018/2018/26/"}]}, dispatcherData: dispatcherData }); 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> </div><div class="profile--tab_content_container js-tab-pane tab-pane" data-section-id="5356331" id="bookchapters"><div class="js-work-strip profile--work_container" data-work-id="42178131"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/42178131/Not_Tolerating_Intolerance_Unpacking_Critical_Pedagogy_in_Classrooms_and_Conferences"><img alt="Research paper thumbnail of Not Tolerating Intolerance: Unpacking Critical Pedagogy in Classrooms and Conferences" class="work-thumbnail" src="https://attachments.academia-assets.com/62319529/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/42178131/Not_Tolerating_Intolerance_Unpacking_Critical_Pedagogy_in_Classrooms_and_Conferences">Not Tolerating Intolerance: Unpacking Critical Pedagogy in Classrooms and Conferences</a></div><div class="wp-workCard_item"><span>Libraries Promoting Reflective Dialogue in a Time of Political Polarization, Andrea Baer, Ellysa Stern Cahoy and Robert Schroeder (editors), ACRL Press</span><span>, 2019</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">"In “Not Tolerating Intolerance: Unpacking Critical Pedagogy in Classrooms and Conferences” (chap...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">"In “Not Tolerating Intolerance: Unpacking Critical Pedagogy in Classrooms and Conferences” (chapter 8), librarian Spencer Brayton and media literacy professor Natasha Casey discuss their experiences at conferences on critical information literacy and critical media literacy. They observe a lack of critical dialogue at many of these conferences and argue that the pedagogical approaches stressed at these events often are not effec-tive in classrooms, especially if students’ political views do not align with those of the teacher. Brayton and Casey identify parallels between the ways that conversa-tions at professional conferences and in the classroom often shut down, even when participants have good intentions to ask and to explore questions critically. They suggest strategies for how to foster truly critical dialogue both in our teaching and in our professional interactions". From the book's introduction by Andrea Baer, Ellysa Stern Cahoy, and Robert Schroeder (<a href="https://librariesdialogue.wordpress.com/" rel="nofollow">https://librariesdialogue.wordpress.com/</a>).</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="38ade6558088ce62216ef8aef1e0a333" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":62319529,"asset_id":42178131,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/62319529/download_file?st=MTczMzAxMzY2MSw4LjIyMi4yMDguMTQ2&st=MTczMzAxMzY2MSw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="42178131"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="42178131"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 42178131; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=42178131]").text(description); $(".js-view-count[data-work-id=42178131]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 42178131; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='42178131']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 42178131, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "38ade6558088ce62216ef8aef1e0a333" } } $('.js-work-strip[data-work-id=42178131]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":42178131,"title":"Not Tolerating Intolerance: Unpacking Critical Pedagogy in Classrooms and Conferences","translated_title":"","metadata":{"abstract":"\"In “Not Tolerating Intolerance: Unpacking Critical Pedagogy in Classrooms and Conferences” (chapter 8), librarian Spencer Brayton and media literacy professor Natasha Casey discuss their experiences at conferences on critical information literacy and critical media literacy. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="38371916"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/38371916/Reflections_on_Adopting_a_Critical_Media_and_Information_Literacy_Pedagogy_pdf"><img alt="Research paper thumbnail of Reflections on Adopting a Critical Media and Information Literacy Pedagogy.pdf" class="work-thumbnail" src="https://attachments.academia-assets.com/58426009/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/38371916/Reflections_on_Adopting_a_Critical_Media_and_Information_Literacy_Pedagogy_pdf">Reflections on Adopting a Critical Media and Information Literacy Pedagogy.pdf</a></div><div class="wp-workCard_item"><span>Critical Approaches to Credit-Bearing Information Literacy Courses</span><span>, 2019</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">CRITICAL INFORMATION LITERACY (CIL) and critical media literacy (CML) are sub-areas within the br...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">CRITICAL INFORMATION LITERACY (CIL) and critical media literacy<br />(CML) are sub-areas within the broader fields of information literacy<br />and media literacy. The latter two are typically (though not exclusively)<br />located within the disciplines of library and information science (LIS) and<br />communications respectively. Similar to appeals made by Marcus Leaning<br />(2014) to combine media and information literacy, we strongly advocate<br />that the critical wings of information literacy and media literacy have<br />much in common and should be allied. To that end, we introduce the term<br />“critical media and information literacy” or CMIL. In this chapter, we provide<br />an overview of the critical traditions in media and information literacy,<br />a rationale for combining CIL and CML, alongside practical classroom<br />examples for a credit-bearing IL course, and identify challenges including<br />assessment as well as student responses to our critical media and information literacy (CMIL) course.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="8da8b740b96ecc910a55b659b17534a6" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":58426009,"asset_id":38371916,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/58426009/download_file?st=MTczMzAxMzY2MSw4LjIyMi4yMDguMTQ2&st=MTczMzAxMzY2MSw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="38371916"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="38371916"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 38371916; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=38371916]").text(description); $(".js-view-count[data-work-id=38371916]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 38371916; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='38371916']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 38371916, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "8da8b740b96ecc910a55b659b17534a6" } } $('.js-work-strip[data-work-id=38371916]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":38371916,"title":"Reflections on Adopting a Critical Media and Information Literacy Pedagogy.pdf","translated_title":"","metadata":{"abstract":"CRITICAL INFORMATION LITERACY (CIL) and critical media literacy\n(CML) are sub-areas within the broader fields of information literacy\nand media literacy. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="36639653"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/36639653/Media_and_Information_Literacy_in_a_Higher_Education_Environment_An_Overview_and_Case_Study_with_Spencer_Brayton_"><img alt="Research paper thumbnail of Media and Information Literacy in a Higher Education Environment: An Overview and Case Study (with Spencer Brayton)" class="work-thumbnail" src="https://attachments.academia-assets.com/56571919/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/36639653/Media_and_Information_Literacy_in_a_Higher_Education_Environment_An_Overview_and_Case_Study_with_Spencer_Brayton_">Media and Information Literacy in a Higher Education Environment: An Overview and Case Study (with Spencer Brayton)</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">The fields of media literacy and information literacy have different histories and developed thro...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">The fields of media literacy and information literacy have different histories and developed through different traditions. Despite these differences, each field has come to a convergence over the last decade, which is important to the development of both. The authors advocate for a combined media and information literacy approach and share the commonalities in support of this interdisciplinary model. This includes a discussion of a collaborative approach in the form of the authors’ media and information <br />literacy course, including analysis of student survey responses and feedback included in course reflection papers. The chapter concludes with explanations for the lack of similar models in the United States <br />and the reasons for the lack of alliances between the two fields of study in general.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="adf370c0cf76e50614d55a217a5a5a9d" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":56571919,"asset_id":36639653,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/56571919/download_file?st=MTczMzAxMzY2MSw4LjIyMi4yMDguMTQ2&st=MTczMzAxMzY2MSw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="36639653"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="36639653"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 36639653; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=36639653]").text(description); $(".js-view-count[data-work-id=36639653]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 36639653; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='36639653']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 36639653, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "adf370c0cf76e50614d55a217a5a5a9d" } } $('.js-work-strip[data-work-id=36639653]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":36639653,"title":"Media and Information Literacy in a Higher Education Environment: An Overview and Case Study (with Spencer Brayton)","translated_title":"","metadata":{"abstract":"The fields of media literacy and information literacy have different histories and developed through different traditions. 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profile--work_container" data-work-id="74014623"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/74014623/Beyond_the_Pale_Irishness_and_White_Supremacy_in_1990s_America"><img alt="Research paper thumbnail of Beyond the Pale: Irishness and White Supremacy in 1990s America" class="work-thumbnail" src="https://attachments.academia-assets.com/82321564/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/74014623/Beyond_the_Pale_Irishness_and_White_Supremacy_in_1990s_America">Beyond the Pale: Irishness and White Supremacy in 1990s America</a></div><div class="wp-workCard_item"><span>Canadian Journal of Irish Studies</span><span>, 2020</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">The status of Irishness throughout the 1990s and 2000s departed significantly from its historical...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">The status of Irishness throughout the 1990s and 2000s departed significantly from its historical antecedents, as it came to influence the American popular culture landscape in ways few could have predicted. Claiming an Irish or American Irish identity or often simply an affinity with Irishness became a common way to maintain, articulate, and openly defend one’s white identity in a society perpetually preoccupied with racial issues. This work examines the use of Irish iconography in tattooing, festivals, and St. Patrick’s Day events by deviant groups (hate/nationalist/white supremacist groups) throughout the 1990s and 2000s, many of which used the mainstream fascination with Irishness to boost membership and appeal to wider, more general, white audiences. There is some evidence this was a successful strategy. By utilizing a critical race lens to examine some of the ways in which these groups deployed Irishness, it is hoped more can be learned about these largely unexamined practices.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="78825fbf8f50ab4066ad50e6d6ad1a76" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":82321564,"asset_id":74014623,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/82321564/download_file?st=MTczMzAxMzY2MSw4LjIyMi4yMDguMTQ2&st=MTczMzAxMzY2MSw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="74014623"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="74014623"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 74014623; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=74014623]").text(description); $(".js-view-count[data-work-id=74014623]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 74014623; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='74014623']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 74014623, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "78825fbf8f50ab4066ad50e6d6ad1a76" } } $('.js-work-strip[data-work-id=74014623]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":74014623,"title":"Beyond the Pale: Irishness and White Supremacy in 1990s America","translated_title":"","metadata":{"abstract":"The status of Irishness throughout the 1990s and 2000s departed significantly from its historical antecedents, as it came to influence the American popular culture landscape in ways few could have predicted. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="37641448"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/37641448/Media_and_Information_Literacy_Growth_Through_Collaborative_Pedagogy"><img alt="Research paper thumbnail of Media and Information Literacy: Growth Through Collaborative Pedagogy" class="work-thumbnail" src="https://attachments.academia-assets.com/57626785/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/37641448/Media_and_Information_Literacy_Growth_Through_Collaborative_Pedagogy">Media and Information Literacy: Growth Through Collaborative Pedagogy</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://llcc.academia.edu/NatashaCasey">Natasha Casey</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://blackburn.academia.edu/SpencerBrayton">Spencer Brayton</a></span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">The fields of media literacy and information literacy have different histories and have developed...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">The fields of media literacy and information literacy<br />have different histories and have developed through<br />different traditions. Despite these differences, many<br />writers including Sonia Livingstone, Renee Hobbs and<br />Marcus Leaning, support their integration. This appeal<br />also forms the foundation for the various projects<br />and curricula established by the Global Alliance for<br />Partnerships on Media and Information Literacy (a<br />UNESCO initiative). Notwithstanding these appeals<br />and ventures, the two fields remain largely siloed in<br />U.S. higher education. This research examines the separate traditions of media literacy and information literacy in the U.S., delineates the striking commonalities between the two<br />fields (while also recognizing important pedagogical<br />and philosophical differences within and between<br />both), and provides a rationale for why the two should be taught together. The authors offer one approach for<br />teaching media and information literacy in a liberal<br />arts college classroom, include a discussion of the authors’<br />faculty-librarian collaboration, an overview of<br />the course, and student responses to it. They conclude<br />with explanations for the dearth of similar models and<br />the reasons for the lack of alliances between the two<br />fields of study in general, including the persistence of<br />silos in higher education and outdated, sometimes stereotypical notions of information literacy (from some<br />traditional communications studies perspectives).</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="a164407ebd46c3f84dd44667d57404c4" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":57626785,"asset_id":37641448,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/57626785/download_file?st=MTczMzAxMzY2MSw4LjIyMi4yMDguMTQ2&st=MTczMzAxMzY2MSw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="37641448"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="37641448"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 37641448; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=37641448]").text(description); $(".js-view-count[data-work-id=37641448]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 37641448; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='37641448']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 37641448, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "a164407ebd46c3f84dd44667d57404c4" } } $('.js-work-strip[data-work-id=37641448]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":37641448,"title":"Media and Information Literacy: Growth Through Collaborative Pedagogy","translated_title":"","metadata":{"abstract":"The fields of media literacy and information literacy\nhave different histories and have developed through\ndifferent traditions. Despite these differences, many\nwriters including Sonia Livingstone, Renee Hobbs and\nMarcus Leaning, support their integration. This appeal\nalso forms the foundation for the various projects\nand curricula established by the Global Alliance for\nPartnerships on Media and Information Literacy (a\nUNESCO initiative). Notwithstanding these appeals\nand ventures, the two fields remain largely siloed in\nU.S. higher education. This research examines the separate traditions of media literacy and information literacy in the U.S., delineates the striking commonalities between the two\nfields (while also recognizing important pedagogical\nand philosophical differences within and between\nboth), and provides a rationale for why the two should be taught together. The authors offer one approach for\nteaching media and information literacy in a liberal\narts college classroom, include a discussion of the authors’\nfaculty-librarian collaboration, an overview of\nthe course, and student responses to it. They conclude\nwith explanations for the dearth of similar models and\nthe reasons for the lack of alliances between the two\nfields of study in general, including the persistence of\nsilos in higher education and outdated, sometimes stereotypical notions of information literacy (from some\ntraditional communications studies perspectives)."},"translated_abstract":"The fields of media literacy and information literacy\nhave different histories and have developed through\ndifferent traditions. Despite these differences, many\nwriters including Sonia Livingstone, Renee Hobbs and\nMarcus Leaning, support their integration. This appeal\nalso forms the foundation for the various projects\nand curricula established by the Global Alliance for\nPartnerships on Media and Information Literacy (a\nUNESCO initiative). Notwithstanding these appeals\nand ventures, the two fields remain largely siloed in\nU.S. higher education. This research examines the separate traditions of media literacy and information literacy in the U.S., delineates the striking commonalities between the two\nfields (while also recognizing important pedagogical\nand philosophical differences within and between\nboth), and provides a rationale for why the two should be taught together. The authors offer one approach for\nteaching media and information literacy in a liberal\narts college classroom, include a discussion of the authors’\nfaculty-librarian collaboration, an overview of\nthe course, and student responses to it. They conclude\nwith explanations for the dearth of similar models and\nthe reasons for the lack of alliances between the two\nfields of study in general, including the persistence of\nsilos in higher education and outdated, sometimes stereotypical notions of information literacy (from some\ntraditional communications studies perspectives).","internal_url":"https://www.academia.edu/37641448/Media_and_Information_Literacy_Growth_Through_Collaborative_Pedagogy","translated_internal_url":"","created_at":"2018-10-24T07:11:22.219-07:00","preview_url":null,"current_user_can_edit":false,"current_user_is_owner":null,"owner_id":33259334,"coauthors_can_edit":false,"document_type":"other","co_author_tags":[{"id":31985864,"work_id":37641448,"tagging_user_id":33259334,"tagged_user_id":24486640,"co_author_invite_id":null,"email":"b***n@uwalumni.com","affiliation":"Blackburn College","display_order":1,"name":"Spencer Brayton","title":"Media and Information Literacy: Growth Through Collaborative Pedagogy"}],"downloadable_attachments":[{"id":57626785,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/57626785/thumbnails/1.jpg","file_name":"JML_65-_Fall_2018.pdf","download_url":"https://www.academia.edu/attachments/57626785/download_file?st=MTczMzAxMzY2MSw4LjIyMi4yMDguMTQ2&st=MTczMzAxMzY2MSw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Media_and_Information_Literacy_Growth_Th.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/57626785/JML_65-_Fall_2018-libre.pdf?1540390934=\u0026response-content-disposition=attachment%3B+filename%3DMedia_and_Information_Literacy_Growth_Th.pdf\u0026Expires=1733017261\u0026Signature=PoXssllgqnqHOluRPlT5CSkV9lnhGpMuYLzIieeu48R0Ho4jZ4OR4uWRiJwf78qVlKBSdRSqdLvJk1cCNSuctZXFeELp0me8NkqPqV~rPGj6kV3ZszyyBDIhebWHpMT3h~~tH~JO3dGau1LvIYCeWAKKxvIX57h3u4BOd1xnDPRyEfxalccMm1K4qMtPmjK3A4I2rHF0ng99H~ybEP2zEOL79P565EkFAB8NTC8JdK8W4cz2VSjc777kZrIcVYFMp2zyXEL1nZn49-VLpqKo39jo43OLR3VHX3iItgujldKstvFH7Ozeq5kuS6dItcsMykQB-3J0b7Gc5Grz62RPqA__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Media_and_Information_Literacy_Growth_Through_Collaborative_Pedagogy","translated_slug":"","page_count":111,"language":"en","content_type":"Work","owner":{"id":33259334,"first_name":"Natasha","middle_initials":null,"last_name":"Casey","page_name":"NatashaCasey","domain_name":"llcc","created_at":"2015-07-22T10:31:00.633-07:00","display_name":"Natasha Casey","url":"https://llcc.academia.edu/NatashaCasey"},"attachments":[{"id":57626785,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/57626785/thumbnails/1.jpg","file_name":"JML_65-_Fall_2018.pdf","download_url":"https://www.academia.edu/attachments/57626785/download_file?st=MTczMzAxMzY2MSw4LjIyMi4yMDguMTQ2&st=MTczMzAxMzY2MSw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Media_and_Information_Literacy_Growth_Th.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/57626785/JML_65-_Fall_2018-libre.pdf?1540390934=\u0026response-content-disposition=attachment%3B+filename%3DMedia_and_Information_Literacy_Growth_Th.pdf\u0026Expires=1733017261\u0026Signature=PoXssllgqnqHOluRPlT5CSkV9lnhGpMuYLzIieeu48R0Ho4jZ4OR4uWRiJwf78qVlKBSdRSqdLvJk1cCNSuctZXFeELp0me8NkqPqV~rPGj6kV3ZszyyBDIhebWHpMT3h~~tH~JO3dGau1LvIYCeWAKKxvIX57h3u4BOd1xnDPRyEfxalccMm1K4qMtPmjK3A4I2rHF0ng99H~ybEP2zEOL79P565EkFAB8NTC8JdK8W4cz2VSjc777kZrIcVYFMp2zyXEL1nZn49-VLpqKo39jo43OLR3VHX3iItgujldKstvFH7Ozeq5kuS6dItcsMykQB-3J0b7Gc5Grz62RPqA__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":1257,"name":"Information Literacy","url":"https://www.academia.edu/Documents/in/Information_Literacy"},{"id":2246,"name":"Digital Literacy","url":"https://www.academia.edu/Documents/in/Digital_Literacy"},{"id":4828,"name":"Collaboration","url":"https://www.academia.edu/Documents/in/Collaboration"},{"id":8280,"name":"Media Literacy","url":"https://www.academia.edu/Documents/in/Media_Literacy"},{"id":15735,"name":"Media Literacy Education","url":"https://www.academia.edu/Documents/in/Media_Literacy_Education"},{"id":42265,"name":"Librarianship","url":"https://www.academia.edu/Documents/in/Librarianship"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="14301359"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/14301359/Riverdance_The_Importance_of_Being_Irish_American"><img alt="Research paper thumbnail of Riverdance: The Importance of Being Irish American" class="work-thumbnail" src="https://attachments.academia-assets.com/46358899/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/14301359/Riverdance_The_Importance_of_Being_Irish_American">Riverdance: The Importance of Being Irish American</a></div><div class="wp-workCard_item"><span>New Hibernia Review</span><span>, 2002</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">... Natasha Casey. ... But perhaps the differences between the two shows may be best characterize...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">... Natasha Casey. ... But perhaps the differences between the two shows may be best characterized by noting where each found a permanent homeRiverdance at the Broadway Gershwin Theater in New York; Lord of the Dance at the New York New York Hotel and Casino in Las ...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="57a7a7ba7c2230eea51f24d8363d7846" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":46358899,"asset_id":14301359,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/46358899/download_file?st=MTczMzAxMzY2MSw4LjIyMi4yMDguMTQ2&st=MTczMzAxMzY2MSw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="14301359"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="14301359"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 14301359; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=14301359]").text(description); $(".js-view-count[data-work-id=14301359]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 14301359; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='14301359']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 14301359, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "57a7a7ba7c2230eea51f24d8363d7846" } } $('.js-work-strip[data-work-id=14301359]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":14301359,"title":"Riverdance: The Importance of Being Irish American","translated_title":"","metadata":{"abstract":"... 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The latter two are typically (though not exclusively) located within the disciplines of library and information science (LIS) and communications respectively. Earlier this decade Marcus Leaning observed, “ . . . the experience of being a user of information resources and a consumer of media is so similar that the two cannot be separated”. Leaning goes further by characterizing disciplinary silos as “pedagogically wasteful”.1 Following his lead, we strongly advocate that the critical wings of both information literacy and media literacy have much in common and should be allied. With its focus on knowledge, power and justice, critical pedagogy serves as the bridge between CIL and CML. And although the critical component is a more recent feature of information literacy than media literacy, it now occupies an important place in both areas. We will provide a rationale for combining CIL and CML, provide a model for its implementation (via examples from our own media and information literacy course), critically evaluate next steps for our work including removing the silos between both areas and examine the critical pedagogies that fuel our cross disciplinary collaboration</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="107681585"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="107681585"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 107681585; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=107681585]").text(description); $(".js-view-count[data-work-id=107681585]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 107681585; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='107681585']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 107681585, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=107681585]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":107681585,"title":"Critical Intersections: Collaboration in Media and Information Literacy","translated_title":"","metadata":{"abstract":"Critical information literacy (CIL) and critical media literacy (CML) are sub-areas within the broader fields of information literacy and media literacy. 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Leaning goes further by characterizing disciplinary silos as “pedagogically wasteful”.1 Following his lead, we strongly advocate that the critical wings of both information literacy and media literacy have much in common and should be allied. With its focus on knowledge, power and justice, critical pedagogy serves as the bridge between CIL and CML. And although the critical component is a more recent feature of information literacy than media literacy, it now occupies an important place in both areas. We will provide a rationale for combining CIL and CML, provide a model for its implementation (via examples from our own media and information literacy course), critically evaluate next steps for our work including removing the silos between both areas and examine the critical pedagogies that fuel our cross disciplinary collaboration","internal_url":"https://www.academia.edu/107681585/Critical_Intersections_Collaboration_in_Media_and_Information_Literacy","translated_internal_url":"","created_at":"2023-10-06T02:50:48.953-07:00","preview_url":null,"current_user_can_edit":false,"current_user_is_owner":null,"owner_id":33259334,"coauthors_can_edit":false,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[],"slug":"Critical_Intersections_Collaboration_in_Media_and_Information_Literacy","translated_slug":"","page_count":null,"language":"en","content_type":"Work","owner":{"id":33259334,"first_name":"Natasha","middle_initials":null,"last_name":"Casey","page_name":"NatashaCasey","domain_name":"llcc","created_at":"2015-07-22T10:31:00.633-07:00","display_name":"Natasha Casey","url":"https://llcc.academia.edu/NatashaCasey"},"attachments":[],"research_interests":[{"id":184,"name":"Sociology","url":"https://www.academia.edu/Documents/in/Sociology"},{"id":1257,"name":"Information Literacy","url":"https://www.academia.edu/Documents/in/Information_Literacy"}],"urls":[{"id":34366736,"url":"https://digitalcommons.georgiasouthern.edu/criticalmedialiteracy/2018/2018/26/"}]}, dispatcherData: dispatcherData }); 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