Critical thinking and dissent: information literacy in a refused knowledge information landscape #LILAC26

Next from me (Sheila) at the LILAC information literacy conference is Critical thinking and dissent: information literacy in a refused knowledge information landscape presented by Madelene Logren (Umea University, Sweden). The abstract is here

Logren started by observing that IL has often been positioned as a solution to the spread of misinformation. However, this assumes that there are shared norms of credibility and authority, but this may not be the case. That leads to the question: What if IL can sometimes contribute to belief in misinfrmation, rather than reducing it? This could happen if people apply IL to e.g. spreading misinformation.
Logren's subject of study was a network of nurses formed during the COVID pandemic. This network critisised Sweden's approach to the pandemic as being unscientific and unethical (e.g. a lack of informed consent for vaccination, ignoring social impact). The network position themselves as being both inside and outside "traditional" healthcare. Most of their activity is online, with some in person protest. Logren's  theoretical framework uses Lloyd's concept of information landscapes (e.g. this book) and Neresini's work on refused knowledge and refused knowledge communities (perhaps this book); thus to examine the refused knowledge information landscape.
Logren's research explores how IL is constituted and enacted within the refused knowledge information landscape of this nurses' network. She collected from the network's accounts on Telegram and Instagram, and analysed a sample of text and images using reflexive thematic analysis.
There are 3 central central themes - being a part of the healthcare system, creating community & producing knowledge, and becoming disallusioned. The themes are within the refused knowledge information landscape and reinforce each other. The network is open to information, drawing on information from alternative sources (such as personal experiences) and also established sources (so they are not stuck in their own bubble - they do engage with opinions unlike their own).
As well as raising their profile on social media, they are also aiming to raise awareness and discussion, posing questions e.g. "What does medical freedom mean?" "How are potential conficts of interests assessed?" 

Logren then talked more about each of her 3 themes. The first theme was being a part of the healthcare system which involved reflection on the professional identity and role of the nurse (e.g. being on the patient's side). They expressed frustration with the healthcare system (saying that it was bad both for staff and patients), and moved from friction/ frustration to refused knowledge (since the nurses' critique is ignored or dismissed by management). "Nurses have a duty to report if something doesn't seem right, We must have critical thinking ..." since the nurse has a responsibility to protect the patient, and take the patient's problem seriously.
Creating community & producing knowledge was the 2nd theme - collecting personal stories as evidence so they can form a collective narrative (this includes health concerns not being taken seriously and also the experience of being silenced). Independent experts who are seen as willing to challenge traditional approaches are seen as authorities. 

The 3rd theme was Becoming Disallusioned. This included critical engagement with information (applying information literacy / critical thinking)  which resulted in reinterpretation of institutional science as untrustworthy. An example quotation was criticising the vaccine roll out because there had not been gold standard (randomised double blind) studies into whether the vaccinations reduce hospitalisation and death.
Thus "critical thinking emerges both as a moral obligation for nurses and as a way to uncover the truth." "IL practices can lead to and sustain belief in refused knowledge". This reinforces the idea that IL is social and situated. Logren's key takeaway was that the "context may shape the meanings and outcomes of information literacy practices" and one can't assume there is a skill deficit.