One of the harder questions I got was when someone asked me to clarify the tension I saw between critical information literacy and the idea of teaching genres of research. I stumbled a bit in the moment, so let me see if I can provide a clearer answer here.
In addition to that, there were a couple of questions related to models for teaching the contextual nature of research. I answered them as best I could in the moment, but wanted to share some further thoughts.
Last month, I did a webcast for the ACRL virtual conference called “Research is Not a Basic Skill.” It was a great experience (and a great conference!). There were some really interesting questions during the Q&A part of the presentation and I wanted to take some space here to answer some of them a little more fully now that I’ve had some more time to think about them.
So this is the first in what will probably be a series of entries addressing some of the questions I got, starting with one about student proficiency versus student confidence.