Reflections on intersubjective dialogue in information literacy: a reading based on Martin Buber and Jürgen Habermas.

Abstract

The theme of information literacy has been discussed from the perspective of establishing a new ethos. It also turns toward dialogue, aiming to build bridges within the effective practice of an ecology of knowledge. However, the phenomena emerging from this liquid and uncertain reality are (inter)subjective and require joint and collaborative reflection among diverse reflective knowledge fields and social actors, in their various ways of interpreting the world. In attempting to analyze this issue, two questions arise: (1) How can the dialogue between information literacy and society become more effective? (2) How can this dialogue be broadened and its credibility strengthened? The purpose of this work is to approach possible answers to these questions through an analysis of the context of “post-normal science” and its relationship with “critical information literacy,” considering the philosophy of dialogue proposed by Martin Buber, which in turn influenced Jürgen Habermas and his concept of communication for a deliberative democracy. Based on these perspectives, we conclude that dialogue in information literacy becomes more effective when it embraces (inter)subjective principles grounded in dialogical values and virtues. From the discourse of both authors (Buber and Habermas), three intersubjective dimensions emerge as essential to foster more effective dialogue in critical information literacy: competencies for alterity, compassion, and empathy. Through these competencies, living phenomenologically, it becomes possible to achieve credibility in dialogical actions, making dialogue more welcoming, participatory, and democratic.