So I’ve been spending some time lately working on a new article idea intended to examine which research contexts tend to get the most attention in the library and information science literature on information-seeking. In the course of this study, I’ve stumbled upon some older articles in core journals that seem interesting and worth a deeper look. Some of these are related to information-seeking and some aren’t.
I’m on vacation this week so I won’t be posting any new content, but below is a list of some favorite posts from this year so far in case you’d like to check out any you might have missed. Enjoy and see you in a few weeks!
So my long-awaited research sabbatical finally came to an end last month. This was my first time going on sabbatical and it was…well, it was a lot different from what I envisioned when I first applied for leave in fall 2019. You know, back when the phrase “global pandemic” had yet to enter my lexicon. That’s not to say it was a bad experience and of course it’s an enormous privilege to be able to do something like this at any time, much less during a devastating economic and public health crisis. But the pandemic-related restrictions on travel and social interaction that have been in place to one degree or another since March 2020 meant that any goals I had for using my more flexible schedule to become more active in these areas had to be set aside. On the one hand, this meant I had no choice but to focus on my projects and be as productive as possible, which is not a bad thing. On the other, it made the experience of being on sabbatical much more isolating and burnout-inducing than it might have been otherwise.
I might do a future post on some of the challenges I faced and how I dealt with them but for now I wanted to focus on some of what I was able to accomplish during this time.
As I’m working on some new and exciting research projects, I’ve found myself going back to a few of my earlier works and reflecting on how my thinking has changed in the time since I wrote them. I thought I would share some of this here partly because I still get asked about some of these articles from time to time and partly because I think it’s valuable to show how things can change as you grow as a scholar.
I’m off for the holidays and won’t be posting any new content until January but I thought I’d pin a thing here highlighting some favorite posts from this past year, organized by general topic, in case you missed them.
So while I’ve been on sabbatical, I’ve been doing a lot of reading about writing pedagogy. Most of this has been in the area of creative writing pedagogy but a few of my sources are from the writing studies field more generally or another area like composition. I recently got through Writing and Sense of Self by Robert Edward Brooke, a self-described composition specialist. The book describes the workshop model through the lens of identity negotiations, which was useful for my creative writing-related research but actually made me think more about my information literacy teaching as well.
I spent some time recently reviewing some of the literature on creative information-seeking from the library and information science field as part of my project on the role of research in fiction writing. I wanted to understand what our field already knew about how creative populations find and use information as part of the creative process so that I could use that knowledge to inform my own work.
At the end of the day, I learned a lot of interesting things but I also felt a lot of frustration with what I was finding. Sandra Cowan has a great article that captures her own frustrations with research on this topic, many of which echoed my own feelings.(1) If you’re able to access that article, I highly recommend taking the time to read it if you have any interest in research on creative information-seeking. In the meantime, here’s a summary of my own thoughts, which is maybe a little more rant-like than I intended. Oops.
Now that I’m officially on sabbatical for the fall, I’ve been doing a lot more reading than usual. Rather than devote an entire post to reflections on each of these items, I thought I’d share some thoughts on them in smaller, bite-sized pieces.
I’ve spent the last couple of months working on a book project related to some of my ideas about the contextual nature of research. The basic premise is that context matters in the research process, that information literacy instruction needs to do a better job of incorporating the importance of context into what we teach students, and that the ACRL Framework supports our doing this.
There are lot of ways in which making the case for that last part is easy. True, the Framework is a product of ACRL and therefore its main focus is clearly on academic and scholarly situations. But the word “context” comes up a lot in the Framework. Certainly more than it did in the ACRL Standards. And the Framework goes out of its way to acknowledge that research takes place in a variety of environments, not just academic ones. I’d have to look, but I’m pretty sure the workplace and personal research are both name-checked. Creative research not so much, but no surprise there given that creative research tends to be a big blindspot when it comes to scholarly discussions of information seeking in general. Despite this, I think Nancy Foasberg was right when, in an early comparison of the Framework and the Standards, she said that if the Standards largely ignored the importance of context, the Framework insists on it.
Then there’s the “Scholarship as Conversation” frame.
Between working from home and an upcoming sabbatical in the fall, I’ve been doing a lot more reading than usual. Rather than devote an entire post to reflections on each of these items, I thought I’d share some thoughts on them in smaller, bite-sized pieces.