ABSTRACT
This article is a dialogue between two doctoral researches on the concept of critical information competence. This is a comparative study that aims to highlight, on the one hand, the theoretical characteristics and results of each research and, on the other, their intersections. The analysis indicates that both are diving into critical theories while laterally approaching neighboring fields, one focused on the analysis of critical teaching practices and the other on a theoretical-epistemological discussion, becoming quite complementary. The results point to epistemological differences between Information Literacy (IL) and Critical Information Literacy (CIL), in addition to bringing reports of teaching practices considered critical from the feminist point of view. It concludes with a convergent standing point, although arising from different processes and results, that critical information literacy is a useful tool to prepare people to deal with the immense informational challenges of our time.
Keywords:
Critical theory; Feminist theory; Critical Pedagogy; Information Literacy; Media and Information Literacy