“…Farrell and Badke, 2015), a focus on situated information literacy tends to have been interpreted in practice as students’ socialisation into fixed and static disciplinary structures (e.g. Farrell and Badke, 2015; Walk, 2015; Grafstein, 2002). Even models of critical information literacy, which have extended understanding of “the socio-cultural forces underlying information production, consumption, and the ideologies that often underlie information literate behavior and its teaching” (Farrell, 2012) have failed to move substantially beyond stratified and institutionally centred subject-specific understandings of practice (Hicks, 2018b).…”