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Validation Theory And Culturally Relevant Curriculum In The Information Literacy Classroom, Torie L. Quinonez, Antonia P. Olivas
Validation Theory And Culturally Relevant Curriculum In The Information Literacy Classroom, Torie L. Quinonez, Antonia P. Olivas
Urban Library Journal
Torie Quiñonez is the Arts and Humanities Librarian at California State University, San Marcos (CSUSM). She earned her master's degree in Library and Information Science from Pratt Institute. As a first-generation college graduate and Chicana, her professional interest in critical pedagogy and information literacy intersects with personal investment in the transitional experiences of Latinx and first-generation college students as they negotiate multiple identities. Antonia Olivas is the Engagement & Inclusion Librarian at California State University San Marcos (CSUSM). She spent 12 years in the Teaching and Learning department and worked very closely with first-year students from various backgrounds. She earned …
Validation Theory And Culturally Relevant Curriculum In The Information Literacy Classroom, Torie L. Quiñonez, Antonia P. Olivas
Validation Theory And Culturally Relevant Curriculum In The Information Literacy Classroom, Torie L. Quiñonez, Antonia P. Olivas
Urban Library Journal
In four separate undergraduate information literacy classes where students predominantly identified as Latinx, two instruction library faculty revamped the standard information literacy curriculum to emphasize Latinx scholarship. They affirmed student life experience as authority in order to understand how validation theory affects the student scholar identity of first year Latinx college students from a large metropolitan area in the U.S.-Mexico border region. The two librarians who designed and team-taught these information literacy sessions are also both Latinx and come from urban borderlands backgrounds. Both identify as first-generation college students and one identifies as having a mixed status family background.