Today’s Spotlight on Scholarship features the article “Teaching Information Literacy Through ‘Un-Research’” by Allison Hosier, published in a special issue of Communications in Information Literacy focusing on the Framework: Volume 9, Issue 2, 2015, pp. 126-135.
This article reports on the redesign of an assignment in a credit-bearing information literacy course with the goal of more effectively teaching the rhetorical dimensions of source evaluation, using the “Scholarship as Conversation” frame to articulate the purpose and value of this redesign. The center of the assignment is an annotated bibliography, and the redesign incorporated a writing exercise before and after students compiled and wrote their annotated bibliographies. By having students begin by writing an essay on their topics intentionally without the use of outside research, and then framing the evaluative criteria for source identification as filling gaps in their prior knowledge and serving specific purposes in their formal writing on the topic, the quality of students’ identified sources and their accompanying annotations improved. Following this activity with a written reflection about the research process ensured the gains students made in understanding themselves as participants in a scholarly conversation were carried into the metacognitive learning domain, increasing the chances students would transfer this new knowledge to other contexts. The article provides a practical example of how the “Scholarship as Conversation” frame can inform and transform the information literacy librarian’s approach to a classic research assignment: the annotated bibliography.
Allison Hosier is Information Literacy and Undergraduate Outreach Librarian at University Libraries, University at Albany, SUNY.
The “Framework Spotlight on Scholarship” column is a regular post series highlighting scholarship that uses, builds on, critiques, or responds to the Framework for Information Literacy for Higher Education.