From the Trivium to TikTok: How Classical Education Shapes the Soul of Information Literacy and Library Science
By Natasa Hogue
As a lover of classical education and someone passionate about library science, I often find myself standing at the crossroads of the old and the new, between Socratic dialogues and digital databases, between Aristotle and the ACRL Framework for Information Literacy. What surprises me most is how often these two seemingly different worlds speak the same language.
At the heart of classical education is the Trivium (grammar, logic, and rhetoric), a time-tested framework for forming wise, articulate, and discerning learners. In library science, especially in the teaching of information literacy, we too seek to form individuals who are not just consumers of information, but curators, critics, and creators. The synergy between these two approaches is not only striking, it’s essential.
Grammar: The Foundation of Knowing
In classical education, the grammar stage is about acquiring knowledge which are the facts, the vocabulary, the building blocks of learning. This mirrors what we do in library instruction when we teach students how to identify types of sources, understand metadata, or navigate a catalog. The Association of College & Research Libraries (ACRL) highlights this in the frame “Searching as Strategic Exploration”, encouraging learners to explore the information landscape with purpose and flexibility.
Before students can critically evaluate sources, they must first know what exists and how to access it. This is the essence of grammar: recognition before evaluation, memory before mastery.
Logic: The Discipline of Discernment
The second stage of the Trivium is logic, and here, classical education and library science deeply intertwine. Logic teaches students to ask questions like: Is this argument coherent? Is this source credible? What assumptions are being made?
These questions align directly with the ACRL frames “Authority is Constructed and Contextual” and “Information Has Value”, where students are encouraged to consider the nuances of authorship, bias, and ethical use of information.
For younger learners, the American Association of School Librarians (AASL) Standards Framework for Learners supports this development through its inquire and curate domains, which foster thoughtful questioning and source selection.
Logic helps learners move from passive information intake to active analysis. In a culture of information overload, this stage teaches them to slow down, think deeply, and discern wisely.
Rhetoric: The Art of Ethical Communication
The final stage of the Trivium is rhetoric, which focuses on communicating truth clearly, creatively, and persuasively. In the realm of library science, this corresponds to the ACRL frame “Scholarship as Conversation”, which encourages learners to contribute to academic and civic discourse with purpose and integrity.
When we teach citation as a form of intellectual respect, or when we guide students in presenting research via podcasts, essays, or digital portfolios we are cultivating rhetorical skill. The AASL Standards support this too, particularly in the create and share domains, where students synthesize learning and present it to authentic audiences.
Rhetoric is not just about polished speech or stylish writing, it’s about communicating what matters with clarity and charity.
Where Pedagogies Converge
What I love most is that both classical education and library science pedagogy are ultimately about formation, not just skill-building, but soul-shaping. The Trivium gives us a timeless structure for cultivating understanding. Information literacy frameworks give us tools to apply those values in a rapidly evolving world.
In the end, both traditions remind us: information is not just data, it’s something sacred. It deserves to be handled with care, examined with reason, and shared with integrity.
That’s the kind of education and librarianship I want to be part of.
