Tag: faculty development

Pulling back the curtain: Conversations about process and information literacy

My colleague Kate Morgan and I developed a series of panel discussions this past year that we called “From Concept to Creation: Uncovering the Making of Scholarly and Creative Accomplishments.” We invited campus faculty and staff to select a piece of research or creative work and discuss some aspects of its making. By sharing a behind-the-scenes look at their work, we hoped panelists would reveal their steps and stages, as well as the skills, habits, and attitudes that were important to their processes. By increasing the transparency of their works’ component parts, we aimed to help faculty and students recognize and discuss the role of information literacy and digital literacy in research and creative experiences. We also hoped that uncovering process would make research feel more approachable for our students. This idea germinated from a seed I first explored in this post a few years ago.

In our planning meetings with panelists, we shared some questions like the following to help them prepare their remarks:

  • How did you ask questions?
  • How did you identify a path for your research?
  • How did you validate and support your ideas?
  • How did you engage with other scholars’ work?
  • How did your work change course during the process?
  • What attitudes were important to your process?
  • What skills and tools were key to your process?
  • How did you draw conclusions?
  • What were your hesitations, fears, and missteps? How did you manage/overcome them?

I find it interesting that many of the panelists chose to share stories related to their professional paths rather than discrete projects. They talked about their early and adult life experiences, their undergraduate experiences, and their transitions to graduate school. While panelists spoke less about research strategies and tools than I had originally imagined, they spoke more about choices they made, attitudes they cultivated, and about how personal and professional interests and choices cross-pollinated. In so doing, they illustrated skills, practices, and attitudes key to information literacy development such as: how they came to understand authority and develop expertise; affective aspects of their research and writing processes; how they negotiated ambiguity, formulated questions, and synthesized ideas; and how they honed mindsets for curiosity, inquiry, and reflection.

I’m excited by the success we had with this first iteration: attendance at each session was high, the audiences were engaged, and conversations buzzed in hallways and offices well after the sessions ended. I believe that by engaging students, faculty, and staff in conversations about inner workings and rough edges, this series took a productive step toward transforming our perspectives on how we participate and create. Yet, I’m left wondering if the centrality of information literacy in the series was quite so apparent to everyone as it was to me. Did we truly pull back the curtain in such a way as to build a shared understanding of those oh-so-foundational information literacy skills, behaviors, and concepts?

So as we look ahead to the next iteration of this program for the coming academic year, I’m thinking about some of the goals at the heart of this series, particularly our goal to broaden our campus community’s awareness of the scope and nature of information literacy as well as the library’s role as a partner in teaching and learning processes. I’m reflecting on how information literacy is so closely intertwined with critical thinking, metacognition, and a growth, rather than fixed, mindset. And I’m reflecting on how I can better uncover the relationship between these inherently linked strands and how to make my thinking and my process more transparent for others.

How do you talk about process and information literacy? I’d love to hear your thoughts in the comments.

Building OER Momentum with a Mini-Grant Program

At my institution, we’ve been talking more about open education in the past year. Open access has long been on our agenda, but open education is such a large umbrella. We’ve begun to bring other open education-related work to the fore.

I wrote about open pedagogy in the context of information literacy in a blog post this past fall, while reflecting on Jim Groom’s visit to our campus for our Domain of One’s Own launch. Earlier this semester, Robin DeRosa came to campus to help us grow the conversation around open pedagogy and open educational resources (OER). My colleague, Lora Taub-Pervizpour, shared some curated articles and videos in two great posts (here and here) as our community prepared for Robin’s visit. These conversations have helped us focus in on our motivations for deepening our OER work. Helping to reduce financial burdens/barriers for our students by lowering textbook/course materials costs is a significant motivator for our OER interest, as is often the case. But the pedagogical opportunities OER can help to create are particularly energizing for our community, so deeply invested in teaching. (Check out David Wiley’s recent posts “How is Open Pedagogy Different?” and “When Opens Collide” for some interesting discussion on open pedagogy.)

As open education efforts on our campus continue, my colleagues and I are planning to launch a small grant initiative to help build momentum. We are imagining these stipends as a way to support faculty/instructors interested in adopting, adapting, and creating OER for their courses. We are also excited about the pedagogical possibilities that OER work might offer, so I’m particularly enthusiastic about the option we’re including to support the development of assignments in which students collaborate in the OER work of the course.

We’re developing the application guidelines and evaluation criteria for this grant initiative now. A few searches easily turn up helpful examples of such initiatives at a range of institution types: American University, Bucknell University, College of William & Mary, Davidson College, Old Dominion University, University of Kansas, and Utah State University, to name a few. These have been helpful in informing how we’re shaping and framing our application and outreach process. But I’m particularly eager to hear reflections on the successes, challenges, and outcomes of the work from those who have already taken a lap around this track. I recently revisited Sarah Crissinger’s thoughtful and helpful reflections on her OER work with faculty (part 1, part 2, part 3). Yet I’m eager for more and find myself wondering about your thoughts. I expect many of you have experience administering OER-related initiatives with similar goals. If so, how have you framed your program? What have you found to be important to your success? What barriers have you encountered? Or perhaps you are someone who has participated in this kind of initiative (or would like to). If so, what kinds of guidelines or support were (or would be) most useful? I would love to hear about your experiences and thoughts in the comments.