I taught two workshops at the 2016 European Conference on Information Literacy, and had a great time. Both workshops had small and engaged groups of participants who really made the time fly.
Curiosity: Collaborating with Faculty to Support Learning and Exploration.
Co-presented with Hannah Gascho Rempel. October 10, 2016.
All of our students are curious, but traditional research assignments privilege certain types of curiosity over others, leaving some students disengaged and disinterested. College students have many competing interests; sometimes research assignments are not their highest priority. But sometimes it is the university classroom environment that does not provide sufficient opportunity for students to safely explore their topics through the lens of curiosity. As librarians, we focus deeply on the research process in all of its dimensions — affective, cognitive and technical.
We use that understanding to share our expertise about academic research with students. However, we have increasingly come to believe that sharing that expertise with instructors and teaching faculty is just as (or even more) important. In this workshop, we will explore the ways that a deeper understanding of curiosity can help instructors create an environment that fosters exploratory research.
Metaphor and Critical Reflective Practice: A Cross-Cultural Workshop.
Co-presented with Wendy Holliday and Merinda Kaye Hensley. October 12, 2016.
Humans everywhere use metaphor to help make sense of the world, and metaphors are an essential part of the way we communicate. Metaphors are all around us. For many of us, metaphor is so intertwined with the way we think, write and talk that we do not always use it intentionally. Our metaphors can reflect our biases and the unspoken assumptions we make about our lives and our work. Because of this, critically examining and understanding the metaphors we use – what they mean to us and what they mean to those around us – is a crucial part of reflective learning.
Metaphor permeates our professional discourse (the ACRL Framework for Information Literacy; threshold concepts, scholarship is a conversation, the Seven Pillars of Information Literacy). Metaphor, analogy and other forms of representative language are so ingrained in our discourse about teaching and learning that we do not even notice it. Some metaphors are so deeply embedded in our language and our thinking that they become invisible to us. Research suggests that metaphors are more than communication devices; they are also conceptual, shaping the ways we think and act. In other words, metaphor does not just help us communicate what we think, it also shapes how we think. And this is critical, because metaphor is also socially and culturally specific. Metaphors only have meaning when we have a shared body of experiences or knowledge to draw upon.
This matters in our professional conversations, in our classrooms, and in the documents we use to define our practice. Used intentionally, metaphor can be a powerful tool in teaching and learning in an inclusive society — to reveal where we differ and to build new shared meanings. But when we use metaphor without critical reflection, without examining the assumptions embedded within, they can be confusing, exclusionary and frustrating.