Digging into the Frames: An exploration of context and conversation 14 th Annual Information...
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Transcript of Digging into the Frames: An exploration of context and conversation 14 th Annual Information...
Digging into the Frames: An exploration of context and conversation
14th Annual Information Literacy Summit
Miriam L. Matteson, PhD & Omër Farooq, PhD StudentKent State University, School of Library and Information Science
Overview
• Offer up some thoughts on 2 frames
• Discuss issues teaching these frames
Authority is Constructed and Contextual
Authority…Constructed…Contextual
Experts
• View information with skepticism
• Determine the validity of information
• Define different types of authority
• Seek authoritative voices• Acknowledge biases
Novices
• Don’t
King, P. M., & Kitchener, K. S. (2004). Reflective judgment: Theory and research on the development of epistemic assumptions through adulthood. Educational Psychologist, 39(1), 5-18.
Reflective Judgment Model
How to move from novice to expert?
Develop flexible notions of authority…While still learning the authority structures
accepted in their fields
Welcome diverse voices…While still being skeptical of the authority
Scholarship is a Conversation
• Sustained discourse among scholars• Different discursive practices within disciplines• Meaning negotiated through diverse
perspectives• Formal and informal/literal and figurative • Citations, peer-review, scholarly
communication through social media
Scholarship is a Conversation
• Products of discourse: paradigm shifts• Changes in perspectives in academic
disciplines • Granularity at different levels of conversation:
Undergraduate, graduate, doctoral, expert in a field
• Value of participation in conversation channels/How does one get in?
Recap• These two frames in particular require
learners to have an understanding of the nature of knowledge that may be beyond their current understanding.
• What are some effective teaching strategies to help learners along that journey?