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Building a bridge: Using metaphor to teach Information Literacy Fun​

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Jen Hasse | Cabrini University

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Building a bridge: Using metaphor to teach Information Literacy Fun​

  1. 1. The metaphors we teach by Jen Hasse Information Literacy Librarian Cabrini University
  2. 2. Steeped in metaphor ▪ "Our ordinary conceptual system, in terms of which we both "Our ordinary conceptual system, in terms of which we bothTHINK and ACT, is fundamentally metaphorical in nature.” - George Lakoff,The Metaphors We Live By
  3. 3. Metaphor in Language Argument isWAR ▪ Defend or attack ▪ Win or Lose ▪ Concede a point ▪ Give up ground
  4. 4. Teach in metaphor ▪Connect ▪Illuminate ▪Build ▪Stick
  5. 5. Connect A metaphor is a BRIDGE between concepts, a means by getting from one place to another – a CONNECTOR or a LINK.
  6. 6. Illuminate A metaphor is a LIGHT that helps make a complex idea or concept easier to “SEE”
  7. 7. Build A metaphor is something BUILT or SELF-CONSTRUCTED, learning by “DOING”.
  8. 8. Stick A metaphor is an ADHESIVE that helps information to STICK in the brain or be RETAINED
  9. 9. FRAMEWORK = METAPHOR ▪acknowledges complexity ▪encourages flexibility ▪allows for individuality
  10. 10. Complexity “This Framework for Information Literacy for Higher Education (Framework) grows out of a belief that information literacy as an educational reform movement will realize its potential only through a richer, more complex set of core ideas.” 1. Authority is Constructed and Contextual 2. Information Creation as a Process 3. Information has value 4. Research as Inquiry 5. Scholarship as Conversation 6. Searching as Strategic Exploration http://www.ala.org/acrl/standards/ilframework
  11. 11. FLEXIBILITY “….the rapidly changing higher education environment, along with the dynamic and often uncertain information ecosystem in which all of us work and live, require new attention to be focused on foundational ideas about that ecosystem.” http://www.ala.org/acrl/standards/ilframework
  12. 12. INDIVIDUALITY ▪“….each library and its partners on campus will need to deploy these frames to best fit their own situation, including designing learning outcomes.” http://www.ala.org/acrl/standards/ilframework
  13. 13. PITFALLS ▪Confusing ▪Not relatable ▪Boring
  14. 14. SAMPLING NOT STEALING Using sources… ▪ Authentically ▪ Respectfully ▪ Purposefully
  15. 15. Soul-Mate Resources Finding sources… ▪Intentionally ▪Selectively ▪Analytically
  16. 16. True Story Paraphrasing sources… ▪Honestly ▪Fully ▪With Understanding What’s going on in this picture?
  17. 17. Student Metaphors ▪ 1. paraphrasing = making your grandmother’s recipe ▪ 2. research process = party planning ▪ 3. searching for sources = sampling at Costco’s ▪ 4. writing an A paper = winning a championship ▪ 5. stressing over a presentation = going into surgery
  18. 18. Exploring Metaphor Step 1: “chalk talk” metaphors for information literacy concepts Step 2: Discuss Step 3: Share
  19. 19. References Kanthan, R., Mills, S. (2012) Using Metaphors, Analogies and Similes as Aids inTeaching Pathology to Medical Students. Medical Science Educator, 16(1). Retrieved from http://www.iamse.org/mse- article/using-metaphors-analogies-and-similes-as-aids-in- teaching-pathology-to-medical-students/ Lakoff, P., & Johnson, G. (1980). MetaphorsWe Live By. Chicago, IL: Univ. of Chicago Press.

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