A few weeks back, I wrote a post reflecting on the course I taught this spring, including how a few of the newer activities and strategies I tried ended up working out. Overall, I was pretty pleased and the experience was enough to convince me that treating the annotated bibliography as an artifact/establishing shot and teaching information literacy through a contextual lens are good choices, though there are definitely still some kinks to be worked out.

The truth is, my course this semester did go pretty well but for some reason at the end of it I was feeling pretty bummed. This isn’t unusual. Toward the end of the course, students tend to burn out a bit and are noticeably less engaged. Frankly, I can’t blame them since I start to feel a bit burned out as well. And there also some of the usual annoyances that tend to leave a sour taste in my mouth: students treating the final project like an afterthought, students repeating back to me what they think I want to hear instead of showing me what they’ve actually learned, students writing to me pleading to change their grade from an A- to an A in order to preserve their perfect GPA, etc. I also had a student who had seemed reasonably engaged and enthusiastic at the beginning of the course share in an evaluation(1) that even though they enjoyed my teaching they had found nothing interesting or useful in the course itself, which hurt more than it probably should have.

But I think my bummed-out feeling also came from a deeper place that has more to do with the nature of teaching than it does with this specific class or these specific students. I wonder if this is something all teachers might have in common, at least those who, like me, are lucky enough to teach about something they’re passionate about.

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So this was my first semester teaching my information literacy course through the lens of the contextual nature of research. In the past, I’ve managed to work some of these themes into existing original-flavor information literacy lessons but after spending some time writing a book on the topic, I wanted to do a bigger shift, within the constraints of my instructional context. So I taught a lot of the usual IL lessons on finding and evaluating information, I just did it explicitly through the lens of teaching students about the importance of context to the research process.

It went surprisingly well. I thought students expecting a more library-oriented course would feel ripped off by one that talked about research more generally but since many of my students were graduating seniors, they seemed to appreciate learning about information literacy and research in ways that were going to be useful to them beyond the academic environment. They also liked learning that many of the more “casual” information searches they do in their everyday lives count as research, at least by the definition we were using in class.

There were a couple of sticking points, of course. I expected there to be, since this was my first time testing these ideas in an instructional situation. One of the sticking points had to do with different research contexts that we talked about: academic, creative, personal, professional, scholarly, and scientific.

In my ideal universe, a course on the contextual nature of research would take the time to look at each context in-depth and give students space to really explore the ins-and-outs of each type of research. In the real world, I have only eight weeks to teach students this stuff as part of a one-credit course that can’t stray too far from traditional information literacy themes, so when discussing the different research contexts, I could only give students a broad overview. They wanted more than that. They wanted to know what the exact characteristics were of each type of research, what the exact borders were between them, and what the “rules” were for each one.

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So the information literacy course I teach is an eight-week course which means that, since there’s only one section per semester, I usually have a choice between teaching in the first half of the semester or teaching in the second half of the semester. I generally choose the first half for a couple of reasons. First, it’s easier for students to remember that they signed up for an eight-week course if it starts at the same time as all of their other courses. Second, students who take the course in the first half of the semester tend to be more engaged than those who take it in the second half. This is particularly true when it comes to the second half of the spring semester when students are basically burned out on the whole school year and just want to get to summer and/or graduation. Students are usually so checked out in the second half of spring that I tend to avoid teaching at that time at all costs.

This year, I didn’t have a choice. I was still on sabbatical for the first half of the spring so I had to teach the second half. I wasn’t looking forward to it, especially with everything I was hearing about the extra difficulties students were (understandably) experiencing related to the pandemic and remote instruction. I was open to being pleasantly surprised but I was not expecting great things.

So I’m pleased to report that this was probably one of the better classes of students I’ve had. They definitely did lose steam toward the end (honestly, same) but overall the students in this class were much more engaged than I was expecting. I think this can be attributed to a couple of factors: the first is that students are now more used to taking online courses than they were before and so I didn’t have to do as much work to get them to treat the course as “real” course even though it didn’t meet in person and second I think the new material I created based on my ideas about the contextual nature of research helped to spark some of the students’ curiosity.

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