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Critical library instruction is rooted in the idea that knowledge is culturally situated, and thus, instruction must be as well.<ref>{{cite book|last1=Acardi|first1=M.|last2=Drabinski|first2=E.|last3=Kumbier|first3=A.|title=Critical library instruction: Theories and methods |date=2010}}</ref> Characterized by a praxis-based approach that is deeply connected to the context and information needs of the learner, critical library instruction always begins with an assessment of the learner’s context and their information needs. Critical library instruction problematizes traditional methods of teaching information literacy skills as privileging particular ways of knowing in academic contexts,<ref>{{cite journal|last1=Elmborg|first1=James|title=Critical Information Literacy: Implications for Instructional Practice.|journal=The Journal of Academic Librarianship|date=2006|volume=32|issue=2}}</ref> and instead advocates a method of teaching that emphasizes the learner’s frame of reference and information needs.
Influenced by [[critical pedagogy]], an educational philosophy that address problems and questions of particular relevance to the lives of students, critical library instruction aims to provide the same approach to students’ information needs and practices. From [[critical literacy]], critical library instruction approaches literacy as political and literacy instruction as a political act;<ref>{{cite journal|last1=Luke|first1=A|last2=Kapitzke|first2=C|title=Literacies and libraries: archives and cybraries.|journal=Pedagogy, Culture & Society|date=1999|volume=7|issue=3|url=http://eprints.qut.edu.au/5904/1/5904.pdf}}</ref> thus, critical library instruction requires instructors to maintain awareness of power dynamics, [[Intersectionality|identity intersections]], and to challenge their own definitions of literacy in order to provide meaningful instruction to their particular students.
==See also==
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