The 2012 article, “Information Literacy in Croatia: An Ideological Approach,” appeared in the Journal of Language, Identity & Education, a Taylor & Francis title. The authors were Melita Poler Kovačič, Nada Zgrabljić Rotar and Karmen Erjavec.
Here’s what the abstract had to say:
New information and communication technologies were widely perceived as something that would lead post-socialist European countries towards the technologically developed information society. In this paper, a critical perspective is taken in examining information literacy as an ideological form. The deconstruction of ideological practice was performed using a text-based examination of the genealogy of justifying discourse, as found in official documents and policy statements regarding information literacy in Croatia. Croatian information literacy is too narrowly conceptualized as a means of preparing students for the demands of the EU and the global market, assuring their employability and increasing the country’s economic competitiveness. Further, in-depth interviews with 25 Croatian grammar school professors showed how the ideology of information literacy is embodied in their beliefs. They aligned themselves with the neo-liberal imperative of ongoing retraining and saw information literacy as a means of providing students with technical skills.
That sounds interesting enough. Trouble is, the authors seemed to have done a little deconstruction of ideological practice — at least, insofar as publishing ethics is concerned — of their own. According to the retraction notice:
<We, the Editors and Publishers of the Journal of Language, Identity & Education, are retracting the following article:
Kovačič, M.P., Rotar, N.Z., Erjavec, K. (2012). Information literacy in Croatia: An ideological approach. Journal of Language, Identity & Education, 11(3), 151–166. DOI: 10.1080/15348458.2012.686372
We are now cognizant of an extended and substantially similar version of this article which was concurrently submitted to, and published in, Journal of Children and Media:
Erjavec, K., Volčič, Z. (2010). Information literacy: A means of preparing the students in Slovenia for the information society. Journal of Children and Media,4(1), 59–76. DOI: 10.1080/17482790903407325
This action constitutes a breach of warranties made by the authors with respect to originality. We note we received, peer-reviewed, accepted, and published the article in good faith based on these warranties, and censure this action.
The retracted article will remain online to maintain the scholarly record, but it will be digitally watermarked on each page as RETRACTED.
Today, some of the most prominent policies in schools throughout the (post)industrialized world, and especially in developing Central and Eastern European countries, relate to the rapid introduction of information and communication technologies (ICTs). The concept of “information literacy” is the most common rationale for introducing educational ICTs. This concept is so poorly defined that it may best be investigated as a form of ideology. The arguments in justification of the presence of ICTs in classrooms are primarily vocational and market servitism. They are based on the assumption that ICTs will be pervasive in the workplace of the future and are soon going to be everywhere. Therefore, information literacy will prepare the students for living and working in the information society and increase a country’s competitiveness on the global market. The more purely pedagogical arguments are secondary. By talking directly to 25 students from five Slovenian secondary schools, the research found an overall acceptance of this message.
The paper has yet to be cited, according to Thomson Scientific’s Web of Knowledge.