Information literacy dialogue as a Wittgensteinian language-game: Embedding IL into curricula

Abstract

Finding common ground on which to communicate with instructors about embedding information literacy (IL) into curricula is a challenging but worthwhile goal. To address this issue of communication, this paper proposes viewing librarian-instructor dialogue about information literacy as a “languagegame,” a concept from the philosopher Ludwig Wittgenstein, where librarians must first understand the meaning of information literacy from an instructor’s disciplinary and cultural perspective. How IL can function as a language-game and librarian perspectives on IL are discussed first. Next, two case studies are analyzed using a language-game approach, highlighting successful and unsuccessful attempts of embedding IL into curricula. Finally, a methodology, similar to a reference interview, is introduced describing how librarians can better understand teacher perceptions of IL in relation to their discipline and pedagogy. A language-game approach to IL can enable librarians to engage in more meaningful dialogue about embedding IL into curricula.