The Hashtag Syllabus as Class Assignment: From Information Literacy to Cultural Critique.
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| Title: | The Hashtag Syllabus as Class Assignment: From Information Literacy to Cultural Critique. |
|---|---|
| Authors: | Grosse, Meghan1 (AUTHOR) mgrosse2@washcoll.edu, Clarke-De Reza, Sara1 (AUTHOR) |
| Source: | College Teaching. Apr-Jun2025, Vol. 73 Issue 2, p96-104. 9p. |
| Subject Terms: | *Cultural literacy, *Digital literacy, *Critical literacy, *Media literacy, *Critical thinking, Social injustice, Health literacy |
| Abstract: | In recent years, scholar-activists have used hashtag syllabus movements to organize and share curricular resources related to pressing social and cultural issues in a widely accessible format. These collaboratively designed readings lists have provided many classroom-based educators with diverse and far-reaching texts with which to engage students on issues of social injustice and structural inequality. In this paper, we argue that having students develop hashtag syllabi in the context of interdisciplinary social science courses not only provides access to a breadth and depth of content knowledge and a range of perspectives on these topics but creates the conditions in which students can develop and strengthen critical information literacy skills. Using example assignments from introductory and upper-level undergraduate courses, we demonstrate the potential of these assignments to promote deep learning, challenge hegemonic knowledge production, address the personal and affective components of research, and connect our students' work in the classroom to problems that exist outside of it. [ABSTRACT FROM AUTHOR] |
| Copyright of College Teaching is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 183941079 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: The Hashtag Syllabus as Class Assignment: From Information Literacy to Cultural Critique. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Grosse%2C+Meghan%22">Grosse, Meghan</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> mgrosse2@washcoll.edu</i><br /><searchLink fieldCode="AR" term="%22Clarke-De+Reza%2C+Sara%22">Clarke-De Reza, Sara</searchLink><relatesTo>1</relatesTo> (AUTHOR) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22College+Teaching%22">College Teaching</searchLink>. Apr-Jun2025, Vol. 73 Issue 2, p96-104. 9p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Cultural+literacy%22">Cultural literacy</searchLink><br />*<searchLink fieldCode="DE" term="%22Digital+literacy%22">Digital literacy</searchLink><br />*<searchLink fieldCode="DE" term="%22Critical+literacy%22">Critical literacy</searchLink><br />*<searchLink fieldCode="DE" term="%22Media+literacy%22">Media literacy</searchLink><br />*<searchLink fieldCode="DE" term="%22Critical+thinking%22">Critical thinking</searchLink><br /><searchLink fieldCode="DE" term="%22Social+injustice%22">Social injustice</searchLink><br /><searchLink fieldCode="DE" term="%22Health+literacy%22">Health literacy</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: In recent years, scholar-activists have used hashtag syllabus movements to organize and share curricular resources related to pressing social and cultural issues in a widely accessible format. These collaboratively designed readings lists have provided many classroom-based educators with diverse and far-reaching texts with which to engage students on issues of social injustice and structural inequality. In this paper, we argue that having students develop hashtag syllabi in the context of interdisciplinary social science courses not only provides access to a breadth and depth of content knowledge and a range of perspectives on these topics but creates the conditions in which students can develop and strengthen critical information literacy skills. Using example assignments from introductory and upper-level undergraduate courses, we demonstrate the potential of these assignments to promote deep learning, challenge hegemonic knowledge production, address the personal and affective components of research, and connect our students' work in the classroom to problems that exist outside of it. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of College Teaching is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=183941079 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1080/87567555.2023.2238103 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 9 StartPage: 96 Subjects: – SubjectFull: Cultural literacy Type: general – SubjectFull: Digital literacy Type: general – SubjectFull: Critical literacy Type: general – SubjectFull: Media literacy Type: general – SubjectFull: Critical thinking Type: general – SubjectFull: Social injustice Type: general – SubjectFull: Health literacy Type: general Titles: – TitleFull: The Hashtag Syllabus as Class Assignment: From Information Literacy to Cultural Critique. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Grosse, Meghan – PersonEntity: Name: NameFull: Clarke-De Reza, Sara IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 04 Text: Apr-Jun2025 Type: published Y: 2025 Identifiers: – Type: issn-print Value: 87567555 Numbering: – Type: volume Value: 73 – Type: issue Value: 2 Titles: – TitleFull: College Teaching Type: main |
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