Abstract

Traditional literacy skills often neglect to develop students’ critical understanding of how information and knowledge are formed, and the unequal power relations at the heart of this process. There are deep, entrenched biases within criminology curriculum content, and empowering students to use critical information literacy skills is an important part of recognising and disrupting knowledge hierarchies in relation to race, class, and gender. This paper builds on research exploring the content of student reading lists from the curriculum of a new criminology degree programme at an English university. Focus groups and one-to-one interviews were held with 20 undergraduate criminology students to explore how students interact with the course reading lists and how they consider and engage with the sources they use. We argue for critical information literacy to be embedded within our teaching of criminology, and for lecturers and students to more pro-actively consider the sources they use.

摘要

传统的识字技能往往忽视培养学生对信息和知识如何形成的批判性理解，以及这一过程核心的不平等权力关系。犯罪学课程内容中存在着根深蒂固的偏见，赋予学生使用关键信息素养技能的能力是识别和破坏与种族、阶级和性别相关的知识等级的重要部分。本文建立在一项研究的基础上，该研究从一所英国大学的新犯罪学学位课程的课程中探索学生阅读清单的内容。与 20 名犯罪学本科学生进行了焦点小组和一对一访谈，以探索学生如何与课程阅读清单互动，以及他们如何考虑和使用他们使用的资源。