This semester I’ve been working with a First Year Seminar on Business Ethics & Corporate Responsibility. For their semester-long research assignment, each student selected a company from the 2016 Forbes Most Ethical Companies list. They were asked to investigate the company’s relationship to its customers, employees, the environment, and international suppliers (if applicable), and how these relationships reinforce or undermine the company’s values, ethics, and/or statements of corporate responsibility. It’s an amazing assignment developed by one of our college’s philosophy professors, one that is ripe for critical thinking, questioning, and information literacy.
Two weeks ago I met with the students in this class for a second time. I want to check-in with them and facilitate a workshop where they could ask questions, share concerns, and discuss their information needs. As with many library classes, what I thought students would need and what they ended up needing were not quite the same thing. The students in this class overwhelmingly needed help developing critical questions, and by that I mean questions that interrogate the public image that companies put forth into the world.
How does your company treat its employees?
Oh you know, good. They say they value them.
But what does valuing an employee mean? Do they pay a living wage? What are their benefits like? Do they offer paid parental leave? Childcare? Do they negotiate fairly with unions? Do they offer flexible schedules? Do they practice inclusion in recruitment and retention? Is diversity and comfort of employees a top priority?
The list goes on and on.
I realize that part of the ease with which I develop these questions comes from being a working adult, but a bigger part of my ability to do this comes from the critical habits of mind I’ve worked to develop over the years. I’ve reached a point where I just can’t turn my critical consciousness off (nor would I want to do so), but I recognize that not all students are quite there yet. Learning to ask questions, to interrogate information you read, takes time.
So we practiced.
We spent much of the class thinking of different questions to ask about each company in relation to each of its stakeholders. Things like, Where are they manufacturing their products? to What kinds of advertising do they practice? Students dutifully wrote these questions down and began to think about how they might apply to their research of their selected company, then I got a question I get all the time, but in this particular context, surprised me:
How do we know if the information we find is credible? How do we know if it’s good?
We’d just spent the majority of the class period interrogating company statements of corporate responsibility and asking difficult questions about their companies’ actions in relation to their stated values and ethics. But students couldn’t continue that line of questioning to the information sources they were finding in online news outlets, websites, and library databases. I got lots of “if it’s from a .com site it’s not credible,” when all of our major news outlets end in .com. Or, and this one is always my favorite, “it’s based on unbiased facts, not someone’s opinion,” which is, of course, all kinds of problematic.
These exchanges reinforced my long-held belief that critical questioning is hard. It’s not something we’re born knowing how to do, but rather, it’s something we practice day in and day out. I finally stopped the students and said that “good” sources are hard to categorize, and that it’s really up to us to do our due diligence. The SAME way you are really digging deep into your companies and investigating them online is what you should be doing for EVERY INFORMATION SOURCE YOU FIND. Who is the author or publisher? What do you know about them? What is the point of view this piece is trying to share? How might this be helpful to you? What kinds of other information sources is this piece citing, agreeing with or refuting?
Checklists are easy. Questions are hard. It’s important that we facilitate opportunities for our students to practice critical questions, I would say, particularly NOW more than ever. We need to pick apart statements that are made on campaign trails and rallies, question narrow-minded views of the world, and challenge anti-everything populist rhetoric. Critical questioning is not just an information literacy or academic skill, it’s a life practice and habit of mind we’ll need in the years to come.