Abstract
The term cultural heritage is something most of us probably take for granted. In reality, the concept is far from simple. What constitutes cultural heritage? How do we collect it? How do we display it? And most importantly, how do we reconcile the fluidity and diversity of cultural heritage with the structured, western approach so common among libraries?
In this book, Kim Baker seeks to ‘enter uncharted territory’ (p. xxi), exploring the questions posed above. Baker’s goal is to fill gaps in the library literature surrounding the complex interaction of culture and information literacy. She challenges the assumption that libraries are objective, and stresses the need for a critical approach to common activities like digitization and information literacy training. Simply providing access is not enough; librarians must examine their practices through a critical lens. Throughout the book, Baker draws on the theories of museum curators, archivists, educators, and others to highlight issues like the subjectivity of history, differences in learning style, and the digital divide.
Baker’s more specific aim is to propose a generic model for information literacy that is informed by scholarship outside the library field and that takes into account the complexities of culture. While (Baker claims) many areas of librarianship have yet to embrace a critical approach, information literacy is one area in which librarians have started to reflect on issues of culture and difference. It is also one area that stands to benefit from a culturally accommodating approach. However materials are selected and organized – whether or not it is appropriate to the local cultural context – information literacy is a gateway to bring people of all backgrounds into the library successfully.
Baker’s work is divided into seven chapters. The first four comprise her literature review. Chapter 1 defines cultural heritage; addresses the subjectivity of history; and explores how museums, archives, and libraries have responded to these issues. Chapter 2 explores digital media; the relationship of digital information contexts to culture; and the digital divide. Chapter 3 presents a summary of 10 information literacy models, including competencies and standards. Chapter 4 discusses critical thinking and theories of learning. These four chapters are lengthy – almost three-quarters of the text of the book – and densely packed with names and concepts.
In Chapter 5, Baker departs from the background material to outline her proposed model for information literacy instruction. The model is brief – just 10 pages – and is followed by a few broad guidelines for implementation (Chapter 6). Chapter 7 summarizes Baker’s main concepts and suggests directions for further exploration. The last portion of the book includes appendices, a bibliography, and an index.
Alas, readers hoping for radical ideas and a robust information literacy model will be disappointed by Baker’s work. First, the book is overwhelmingly summative: as described above, most of the text is literature review. Within the first four chapters, the writing is dense and overly ambitious, with no pause between ideas and nowhere to rest your thoughts. The concepts are diverse – drawn from philosophy, education, and sociology – but are not fleshed out adequately; Baker summarizes entire movements and schools of thought in just a few pages. Ultimately, the literature review is too long yet delivers too little. Baker sets out to ‘mine and harvest the main thoughts and ideas in the fields of heritage, museums, archives and digital culture’ (p. xiii) but fails to synthesize those ideas into a meaningful whole. In spite of one hundred plus pages of jumbled background material, the ‘so what’ moment never quite arrives.
Baker’s model of information literacy instruction, on the other hand, is too brief. At 10 pages, it constitutes less than a quarter of the book and is poorly elaborated. Baker describes information literacy classes, but does not address student recruitment and retention. She describes a need for contextual sensitivity, but does not provide enough examples of how to provide it. Even the guidelines in Chapter 6 are too vague to be readily implemented. Baker’s few concrete examples are helpful, but in a book so laden with concepts, the more examples the better. Yes, Baker’s model is presented as something ‘generic’ to be adapted as needed. Unfortunately, the model is so generic that its applicability falls into question.
Finally, while Baker warns against bias, the book seems nevertheless rooted in the underlying assumption that there is such a thing as ideologically neutral information literacy. Baker touts her model as a ‘rejection of the implicit promotion of democracy as an ideal’ (p. 157). She encourages librarians to respect different forms of intelligence and to use non-controversial topics when teaching critical thinking. But Baker does not thoroughly account for the inherent political charge in critical thinking (particularly in regions with authoritarian norms). Is Baker’s assumption naïve, or can full-scale information literacy instruction be tailored to every cultural context? Can this model really help all learners expand their worldview in a non-threatening way? Baker may have answers to these questions; without a deeper discussion and more case examples, it is hard to feel convinced.
Ultimately, Baker’s ideas are worthwhile. This is not a book without merit; libraries need voices espousing values like transparency and sensitivity, making us aware of our assumptions and biases. That said, this first edition is overwrought and underdeveloped, with too much space allotted to background and too little allotted to synthesis, exploration, and the development of new thought. The result is a book too dense for the novice librarian but too vague for the seasoned practitioner. Baker is hoping to reach all cultural heritage professionals, but in fact the book might work best as a companion text to a full-semester course on information literacy and cultural heritage. With enough time to unpack the literature review – and a few weeks to flesh out examples of the information literacy model – globally minded students might benefit from Baker’s thought. Future editions should either be expanded to cover all the material adequately, or tightened to a narrower scope. In the meantime, Baker’s ideas are worth exploring, even if Information Literacy and Cultural Heritage is just a starting point.