Hip-Hop, Foucault, and Learning Between Borders

Foucault's Hand

I really like hip-hop.  A few months ago, as I was finishing my two years of Library School, I was taking a seminar called “Analysis of Scholarly Domains.”  We were contemplating the structure of knowledge in University settings, and I was spending a lot of time thinking about which voices get included in the Academy, which become excluded, and why that happens.  We’re talking nights spent awake until 2 and 3 a.m., reading Michel Foucault and banging my head against the desk until finally having the “a-ha” moment — so it’s that sort of “a lot of time thinking”!  The result of all that thinking was a twenty page term paper called “Learning Between Borders,” a personal narrative of my own journey through the Academy, including my love of both MLA and hip-hop, and why I think they go smashingly together.

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Launching B Sides: an Open Access Journal

B Sides

December and January have been all about launching B Sides, our lovely new open access electronic journal for the University of Iowa School of Library and Information Science! We hope the site will be ready to go live at the beginning of spring semester on January 19th, when we will begin soliciting submissions from current SLIS students and alumni.

As the founding editors, my colleague and I have been busy rounding up faculty sponsors, setting up the peer review process, customizing the content management software, working with a graphic designer, and meeting with both the University’s ITS department and Digital Library Services. Whew! In the meantime, here’s a little snippet from our homepage to give you an idea what B Sides will be all about:

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New Literacy at the Public Library

A few weeks ago, Wired magazine published a great article by Clive Thompson on “the New Literacy, debunking that tired old argument that TV, computers & texting are destroying literacy and civilization.

Au contraire, what Andrea Lunsford found in a recent study at Stanford is that more young students are generating so much more creative content in their free time than any previous generation, and that this content is often highly nuanced — they know how to assess their audience and adapt their tone to get their point across.  And my favorite quote from the article: “The brevity of texting and status updating teaches young people to deploy haiku-like concision.”

At my public library I encourage teenagers to blog, create podcasts and produce YouTube videos.  I want them to see themselves as creators of content rather than mere content consumers.  I think this is utterly empowering for them, and it’s fantastic to see some exciting & innovative research coming out of Lunsford’s study to validate these objectives!

Public Praxis: A Vision for Critical Information Literacy in Public Libraries

Update: 10/26/2010 — An updated version of this article is now available in Public Library Quarterly: Vol. 29, Issue 2, p. 162

This paper was a labor of love; it was written for my Literacy and Learning course with James Elmborg this semester.  In trying to understand why public libraries haven’t paid as much attention to “information literacy” as school and college libraries, I ended up writing about how public libraries can devote themselves to the “continuous process of forming whole human beings—their knowledge and aptitudes, as well as the critical faculty and the ability to act” (IFLA ), and about why I think it’s important for them to do just that.  I also talk about Paolo Freire; John Dewey; Web 2.0; New Literacy Studies; and information literacy programs at public libraries in the province of Mpumalanga, South Africa.

Continue reading below to see the full text of the paper, or click here to download the pdf.

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