Finding my research path: Taking a big swing

Image by Free-Photos from Pixabay

About a year ago, my article “Research is an Activity and a Subject of Study” was published in College & Research Libraries. This article represented something of a turning point for my research and writing, first because it drew inspiration from outside the library and information science field and second because it was a much bigger swing than what I’d previously written. But the big ideas in this article have led me down a path of discovery that has made me more excited about research and writing than I was before. And it’s led to some great conversations. So I’m really glad I took that big swing.

I wanted to take some space now to reflect on what taking that swing was like in part as a way to encourage others to do the same with their own ideas.

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The Contextual Nature of “Un-Research”

Image by David Mark from Pixabay

At this point, I’ve written a few things about the contextual nature of research and offered some thoughts on how to bring that idea into information literacy classrooms. I’ve also mentioned that my opportunities for changing my own teaching in the way I’m advocating for are somewhat limited at the moment.

Then I realized that some of these ideas actually have connections to something I tried in the past and wrote about in an article that was published in Communications in Information Literacy called “Teaching Information Literacy Through ‘Un-Research.’”

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Hedwig and the Angry Inch is secretly about the ethical use of information

Image source: Wikipedia

One of my favorite pieces of scholarly literature in the library and information science field is an article by Emily Dill and Karen L. Janke called “New Shit Has Come to Light: Information Seeking Behavior in The Big Lebowski.” It is exactly what it sounds like: a study of the information-seeking strategies of the characters in The Big Lebowski.

I think of this article every time I watch Hedwig and the Angry Inch because every time I watch Hedwig, all I can think about is how, underneath all of its other themes, it is, at its core, a lesson about the ethical use of information.

Let me explain.

(The following includes spoilers for Hedwig and the Angry Inch, both the movie and the play.)

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Using the annotated bibliography as the “establishing shot”

Image by PublicDomainPictures from Pixabay

Lately I’ve been reading some scholarly literature from the writing studies field for a project I’m working on. I’m always fascinated by the parallels I see between how writing studies practitioners/scholars and information literacy practitioners/scholars talk about what they do and the challenges they face. I really think we need a space for practitioners and scholars in these two fields to talk to each other about their work.

Anyway, I found what I think could be an interesting new parallel in the article Documenting and Discovering Learning: Reimagining the Work of the Literacy Narrative by Julie Lindquist and Bump Halbritter.

This article has me thinking: what if the research we ask students to do in information literacy classes came at the beginning of the course instead of at the end? What if we used it as an “establishing shot”?

Let me explain.

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Thoughts on the Leadership Institute for Academic Library Managers at Siena College

Image by Gerd Altmann from Pixabay

A few weeks ago, I had the opportunity to attend the Leadership Institute for Academic Library Managers at Siena College, featuring sessions on emotional intelligence, strategic thinking, communicating effectively, leading change, leadership style, and developing teams taught by Paul Thurston, David Liebschutz, Melinda Costello, and Erik Eddy. I found this to be an incredibly valuable experience where I learned far more than I have space for here. But I wanted to at least reflect on a few key points, things that I learned not only about leadership but also about myself.

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