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Exploring Positional Knowledge: Using Theory to Teach Bias

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Title: Exploring Positional Knowledge: Using Theory to Teach Bias
Language: English
Authors: Thomas C. Weeks, Melissa E. Johnson
Source: Communications in Information Literacy. 2025 19(1):131-147.
Availability: Communications in Information Literacy. e-mail: editors@comminfolit.org; Web site: https://pdxscholar.library.pdx.edu/comminfolit/
Peer Reviewed: Y
Page Count: 18
Publication Date: 2025
Document Type: Journal Articles
Reports - Evaluative
Education Level: Higher Education
Postsecondary Education
Descriptors: Librarians, Theories, Value Judgment, Bias, Credibility, Power Structure, Information Sources, Information Literacy, Language Usage, Evaluation, Library Instruction, Undergraduate Students
Abstract: In this article, the authors explain how librarians can use positionality theory to understand how students produce value judgments around questions of bias, authority, and credibility. Librarians can help guide students to recognize the student's own positionality when approaching issues of bias. Students are often instructed to choose credible sources for their research, which they often interpret as sources that avoid bias. Source evaluation tools and checklists, such as the CRAAP test and SIFT, also tell students to watch out for biased language. Unfortunately, many people, students and librarians alike, misunderstand bias and fail to recognize its significance in the information search process. Positionality theory, which locates individuals within their social context, offers librarians a way to conceptualize bias's function in information literacy as a social construct in order to teach students about the complexity of bias.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1479031
Database: ERIC
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  Data: Exploring Positional Knowledge: Using Theory to Teach Bias
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  Data: <searchLink fieldCode="AR" term="%22Thomas+C%2E+Weeks%22">Thomas C. Weeks</searchLink><br /><searchLink fieldCode="AR" term="%22Melissa+E%2E+Johnson%22">Melissa E. Johnson</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Communications+in+Information+Literacy%22"><i>Communications in Information Literacy</i></searchLink>. 2025 19(1):131-147.
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  Data: In this article, the authors explain how librarians can use positionality theory to understand how students produce value judgments around questions of bias, authority, and credibility. Librarians can help guide students to recognize the student's own positionality when approaching issues of bias. Students are often instructed to choose credible sources for their research, which they often interpret as sources that avoid bias. Source evaluation tools and checklists, such as the CRAAP test and SIFT, also tell students to watch out for biased language. Unfortunately, many people, students and librarians alike, misunderstand bias and fail to recognize its significance in the information search process. Positionality theory, which locates individuals within their social context, offers librarians a way to conceptualize bias's function in information literacy as a social construct in order to teach students about the complexity of bias.
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      – Text: English
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        PageCount: 18
        StartPage: 131
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      – SubjectFull: Evaluation
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      – SubjectFull: Library Instruction
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      – SubjectFull: Undergraduate Students
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      – TitleFull: Exploring Positional Knowledge: Using Theory to Teach Bias
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