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This chapter focuses on pedagogical frames and techniques that encourage student engagement and problematize the process-and-product model of government information. These strategies reflect four interconnected ideas, namely

• that government information is political,

• that access to government information is political,

• that government information has value both in scholarly contexts and in individuals’ daily lives, and

• that we can intervene in the production and dissemination of government information.

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This Article is Open Access



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