Some bite-sized thoughts and reflections on the items I’ve been reading, listening to, or watching this month.
Also: Did you read, watch, listen to, play something this month that you particularly enjoyed? Feel free to share in the comments! I’m always looking for recommendations.
Note: The following post contains spoilers for Horizon Forbidden West (PS4 game), Chameleon: Wild Boys (podcast), and Game of Thrones (the TV series)
Last week, I reflected on some of the successes I experienced while teaching my first information literacy course focused on the contextual nature of research. In this course, I based units on different types of research (academic/scholarly, personal, professional, creative, scientific) and asked students to produce both examples of academic/scholarly work and another type of research of their choice. Overall, the course really did go well but there were definitely some difficulties too, both expected and not.
First, I was surprised and pleased that the students in this class had an easier time grasping what creative research is than students in past courses where I’ve brought up this idea. In the past, when I talk to students about creative research, they express confusion. They want to know: isn’t all research creative? And when I tell them that, yes, all types of research can be creative but not all research is creative research, it doesn’t always quite sink in. To be fair, the course is short and back then I wasn’t spending quite as much time explaining the different types of research to students—only telling them that there were, in fact, different types.
The students in this course really seemed to get creative research and for their second project a few of them even submitted examples of creative research products (including drawings they’d made, photos they’d taken, and poems they’d written) with some great reflections on the role research played in these projects. I was very happy!
But there was still one type of research that students didn’t seem to get: professional research. This surprised me. A lot.
Image by Ralf Kunze from Pixabay
So this semester, I got my first opportunity to really put my money where my mouth is with all this talk about the importance of teaching research as a context-based activity with a new (to me) course where I planned units around the different types of research I’ve written about elsewhere: academic, creative, personal, professional, scholarly, and scientific. These are ideas I’ve incorporated into my teaching in different ways before but this was my first time teaching a full course that was really focused on approaching information literacy through this lens. I was a bit nervous about how it would work out, especially since I just published a book where I talk about how great my teaching ideas are without having been able to use a lot of them myself.
So how did it go?
Mostly, it went surprisingly great. For the most part students really seemed to respond to and enjoy learning about the different research contexts that they have participated in or will participate in over the course of their lives and where college-level academic research fits into all of that. That said, there were also some definite challenges, both expected and not.
For this post, I’ll be focusing on what went well. Next time, I’ll share some of the lessons learned and reflect on some changes I might want to make before teaching the course again in the fall.
Image by Joshua Woroniecki from Pixabay
I’ve spent a couple of semesters now teaching students about different research contexts, including academic, scholarly, creative, personal, professional and scientific. For the most part, they do really well with understanding the idea that research works differently in different situations and what some of the differences between each context might be. They seem to especially like learning about personal research because they like hearing that all of the Googling they’ve been doing all their life to fulfill their personality counts as research, at least by the standards of our particular course.
There’s one type of research they have more difficulty with than others, though, and that’s creative research.
So about a year ago, I finished a six month sabbatical in which the main research project I worked on was a literature review on creative writing pedagogy (as well as related topics such as the history of creative writing as an academic subject). This project was meant to strengthen my foundation of knowledge on the topic so that I could write an article exploring why creative research is not a standard part of creative writing instruction. I wanted to know enough so that I could publish my work in a journal outside my own field without looking like a complete idiot.
Admittedly, I didn’t get as much done with this project during my sabbatical as I was perhaps hoping for when I first conceived it. Mostly this was because when I applied for my sabbatical in fall 2019, I wasn’t expecting that by the time it actually started in fall 2020, the world would be in the middle of a global pandemic. But also I ended up working on a book project that I hadn’t entirely planned for, either.
Still, by the time my sabbatical was done I’d read about 11 books and 20+ articles on the topic. Based on what I’d read, I managed to complete a draft of my intended article by the end of spring 2021. I knew that what I had needed a lot of work but I thought I was in good shape to submit the thing by fall 2021.
Now fall 2021 has come and gone and spring 2022 is under way. My article continues to go unsubmitted.
It’s not that I’m not working on it. There was a short period of time where I did have to put it in a drawer for a little while to focus on other, more urgent things. But I’ve been working on it steadily for about three months now and, if anything, I feel further from being ready to submit than I was last spring.
Studying Research 