Learning from Indigenous Knowledge and Research

The goal of this sabbatical research is to learn more about non-Western ways of knowing and learning (epistemologies) and to become a more effective culturally responsive teacher. I investigated how Indigenous Knowledge and research practices can enrich current definitions and practices of Information Literacy and integrate them into the research process. Information Literacy is part of a larger and more complex research process that involves connecting researchers’ questions and purpose with literature reviews and the resulting new knowledge. I am continuing my research journey that started with my dissertation work on Culturally Relevant Information Literacy and Critical Information Literacy (CIL). CIL integrates elements of Critical Theory (CT) where information is understood to be constructed culturally and socially and is a process that includes examining assumptions where learners critically reflect on the social and political influenced structures of information. Critical Information Literacy is also informed by liberatory theory and critical pedagogy (Freire, 2000) where information is situated in particular societies and influenced by power and culture. Critical Information Literacy helps learners develop “critical, reflective habits of mind” (Jacobs, 2008, p.256). I defined Culturally Relevant Information Literacy as a process where culture heavily influences the information-seeking process. This sabbatical is a deeper dive into different knowledge bases that expands my perspective on Information Literacy.