Subjects
critical health pedagogy, knowledge production, science information literacy
Document Type
Innovative Practice
Abstract
This Innovative Practices piece details the design of a scaffolded project in a public health course that paired a narrative inquiry assignment with an empirical health literature review assignment to highlight both the positivist and constructivist epistemologies of critical health research in public health. The authors discuss and reflect on the five parts that constitute the project, student learning outcomes, and the benefits of engaging with critical information literacy in an undergraduate public health course. The goal of this article is to provide practical applications of critical information literacy to librarians in the health sciences who work with undergraduate students.
DOI
10.15760/comminfolit.2022.16.2.4
Persistent Identifier
https://archives.pdx.edu/ds/psu/38982
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 4.0 License.
Recommended Citation
Linares-Gray, R. H., Newman Carroll, S., & Smith, E. K. (2022). The Stories We Tell: Engaging with Authority in Critical Health Pedagogy. Communications in Information Literacy, 16 (2), 151–166. https://doi.org/10.15760/comminfolit.2022.16.2.4