The purpose of this paper is to examine the theoretical concept of socially responsible pedagogy because it applies to teaching information literacy.,At Weber State University, two librarians use a socially responsible pedagogical approach, combining critical information literacy and visual literacy to teach an undergraduate information literacy course.,Initial results suggest that the course design and the authors’ approach to socially responsible pedagogy are largely successful based on students’ application of course material to a signature assignment in the course.,Data are limited because this approach was only used for two semesters. The authors are aware that a socially responsible information literacy classroom needs quality assessment to help make instructional decisions, evaluate teaching strategies and assist with ongoing student learning. Additional semesters of using this instructional approach will allow for reflection and critical inquiry into the theories and teaching strategies that currently inform instruction. Early implications of using this method of instructional design reflect students’ deep understanding of the importance of information literacy because they explore social justice topics.,The practical implications of this research reveal a theoretical framework for teaching critical information literacy, called socially responsible pedagogy. The theory looks at teaching based on the “spirit” of the course, which is the promotion of equality. It also looks at “the art” of designing an information literacy course, incorporating socially responsible pedagogy, culturally responsive teaching and critical information literacy. This study also looks at “the science” of assessment and offers suggestions on how one might go about assessing a socially responsible information literacy class. Moreover, the authors examine how visual literacy helps teach information literacy concepts in the course as students put together a signature assignment that meets both information literacy course objectives and general education outcomes.,This general review of the theoretical concept of socially responsible pedagogy is limited to two semesters of information literacy instruction. In researching these topics, students situate themselves within a diverse worldview and work to promote awareness and advocacy through group presentations.,While librarians are exploring critical librarianship and social justice, many are not using socially responsible pedagogy combined with other social theories and images to help students work through the research process and develop information literacy skills.

中文翻译：

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对社会负责的教学法：重要的信息素养和艺术

本文的目的是研究社会责任教学法的理论概念，因为它适用于信息素养教学。在韦伯州立大学，两名图书馆员使用社会责任教学法，将批判性信息素养和视觉素养相结合来教授本科信息识字课程。，初步结果表明，基于学生将课程材料应用于课程的签名作业，课程设计和作者对社会负责的教学法的方法在很大程度上是成功的。数据有限，因为该方法仅用于两个学期。作者意识到，对社会负责的信息素养教室需要进行质量评估，以帮助做出教学决策，评估教学策略并协助学生进行学习。使用此教学方法的其他学期将允许反思和批判性地探究当前可指导教学的理论和教学策略。使用这种教学设计方法的早期含义反映出学生对信息素养的重要性的深刻理解，因为他们探索了社会正义主题。本研究的实际含义揭示了一种用于教学批判性信息素养的理论框架，称为社会责任教学法。该理论着眼于基于课程“精神”的教学，即促进平等。它还着眼于设计信息素养课程的“艺术”，将对社会负责的教学法，具有文化适应性的教学和重要的信息素养。这项研究还着眼于评估的“科学”，并就如何评估具有社会责任感的信息素养课提供了建议。此外，作者研究了视觉素养如何帮助学生在课程中组合满足信号素养课程目标和通识教育成果的签名作业，从而在课程中教授信息素养概念。对社会责任教学法的理论概念的一般回顾仅限于两个学期的信息素养教学。在研究这些主题时，学生们将自己置于不同的世界观中，并致力于通过小组演讲来提高认识和倡导。图书馆员正在探索重要的图书馆学和社会正义，