Gehören Sie zu den Ersten, denen das gefällt!
This paper highlights principles of propaganda analysis as supplements to the Association of College and Research Libraries' (ACRL) Framework for Information Literacy for Higher Education, helping librarians redesign instruction sessions and teaching students to navigate an ocean of information in a Post-Truth era using propaganda examples as pedagogical tools.
The Institute for Propaganda Analysis (IPA), established in 1937, taught the American public to recognize and analyze propaganda materials created by domestic and foreign sources. Violet Edwards, educational director of IPA, believed that librarians were in unique positions to teach propaganda analysis to the public. Edwards noted that librarians “must be encouraged to take a position of leadership and of responsibility in today’s most vital educational task—the development on the part of all of us of the ability to think critically and creatively.”
The ACRL’s Framework for Information Literacy for Higher Education educates information users about “the reflective discovery of information, the understanding of how information is produced and valued, and the use of information in creating new knowledge and participating ethically in communities of learning.” Eighty years before the adoption of the Framework, the IPA developed the ABC’s of Propaganda Analysis as a seven-point guide for the general public to analyze propaganda materials.
The IPA disbanded in 1942, but its ABC’s of Propaganda Analysis are relevant and valuable in a Post-Truth era where “fake news” and “alternative facts” pervade the information ecosystem. This paper explores where the ABC’s overlap with the Framework. This paper also highlights principles of propaganda analysis as supplements to the Framework, helping librarians redesign instruction sessions and teaching students to navigate an ocean of information in a Post-Truth era using propaganda examples as pedagogical tools.