Abstract
In four separate undergraduate information literacy classes where students predominantly identified as Latinx, two instruction library faculty revamped the standard information literacy curriculum to emphasize Latinx scholarship. They affirmed student life experience as authority in order to understand how validation theory affects the student scholar identity of first year Latinx college students from a large metropolitan area in the U.S.-Mexico border region. The two librarians who designed and team-taught these information literacy sessions are also both Latinx and come from urban borderlands backgrounds. Both identify as first-generation college students and one identifies as having a mixed status family background.
Recommended Citation
Quiñonez, T. L., & Olivas, A. P. (2020). Validation Theory and Culturally Relevant Curriculum in the Information Literacy Classroom. Urban Library Journal, 26 (1). Retrieved from https://academicworks.cuny.edu/ulj/vol26/iss1/2