Research Justice & Information Literacy: A Case Study
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Presentation for CAPAL 2015 at the University of Ottawa
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Research Justice & Information Literacy: A Case Study
- 1. Research Justice & Information Literacy A Case Study Gr Keer, Online Learning & Outreach Librarian, CSU East Bay Jeffra Bussmann, STEM/Web Librarian, CSU East Bay CAPAL, May 31, 2015
- 2. Our Thinking ● Faculty Learning Community o Where does IL fit? o We have space to experiment ● Service Learning vs. Community Engagement o “libraries become a locus for social construction of knowledge” (Riddle) o Critical IL helps students contextualize their service (Riddle) ● ACRL Standards o “encourage uncritical consumption” (Seale) o Socioeconomic context fits into Standard 5 even though it “ignores knowledge production” (Seale)
- 3. Our Process ● Reflect o Critically consider the academic research process o Critically consider our teaching o (Where) does Community Engagement fit? ● Change o Develop a Research Justice & Knowledge Production module ● Implement o Team taught o Active learning o Student input/feedback ● Repeat
- 4. University Context ● CSU East Bay o Public university in Hayward, CA o ~14,000 FTE o Asian American & Native American Pacific Islanders and Hispanic Serving Institution ● LIBY1210: Introduction to Information Literacy o 10 week, 2-unit required course for incoming freshmen o graduation requirement o taught by 12 library faculty + part time faculty
- 5. The Module
- 6. Our Class Module ● Completed in one 110-minute class session o Read articles before class o Discuss “What is research?” o Watch “Polling for Justice” video o Complete Activity Worksheet comparing research methodologies o End with Reflection writing ● Ongoing modification
- 8. Article Activity Two Articles: • Derose, K. , Marsh, T. , Mariscal, M. , Pina-Cortez, S. , & Cohen, D. (2014). Involving community stakeholders to increase park use and physical activity. Preventive Medicine, 64, 14-19. • Cohen, D. , Han, B. , Derose, K. , Williamson, S. , Marsh, T. , et al. (2012). Neighborhood poverty, park use, and park-based physical activity in a southern california city. Social Science & Medicine, 75(12), 2317-2325. Worksheet: • https://goo.gl/nczibN
- 10. Data Analysis Frame ● Do students make community engagement connections when comparing these approaches to research? ● Do students make social justice connections? ● How does this module expand our approach to teaching IL Standard 5?
- 11. Pilot Data Q5 What does the researcher expect the research to accomplish?
- 12. Pilot Data - Main Themes Cohen et al.: ● advance the field ● share information ● find answers ● positive action Derose et al.: ● share information ● positive action o community engagement o community change o individual empowerment
- 13. Pilot Data - Minor Themes Cohen et al.: ● investigate topic ● further study ● new information ● prove point ● confusion Derose et al.: ● find answers ● further study ● demonstrate value ● confusion
- 14. Pilot Data - Reflections Participation in Research on: o Rich/Powerful people, ‘oppressing me’ o Teens/Young adults, ‘my age’ o An area ‘where I can respect the research’ o My community o Heard with decision makers & people who share the same views as me o Teens, their education, if their homelife has an effect on that o Criminal justice study o People’s sleep patterns o Shoe research, comfiest shoe
- 15. Modifications • Used different articles • Did more integration prior to the module • Updated worksheet based on student responses
- 16. Things to Consider • Research methods need to be carefully scaffolded for freshmen • Both articles are funded by the RAND corporation • Future iterations of the module
Editor's Notes
- G on-going, early stage case study - did pilot, running study in the fall
- FLC – discussed with other faculty how to include it in our courses Service learning = volunteerism in support of curricula CE = (ideally) reciprocal relationships btw university and community Riddle makes some great connections btw SL & IL CE was more promising for our purposes, because it attempts to address the power imbalance in the practice of academic research ACRL standards
- Linda Tuhwai Smith’s work on decolonizing methodologies – illustrates the ways in which eurocentric approaches to research have done harm to indigenous communities and communities of color Paolo Freire, bell hooks – critical pedagogy, teaching to transgress (feminist pedagogy) Action research/Community Based Participatory Research – ways to mitigate the damage CE – we can get our students engaged in the academic community by facilitating a critical approach to the research process
- ⅓ of new students are freshmen, ⅔ are transfers Our university is diverse in the most honest sense of the word: our students are primarily people of color, including approx. 25% latin@, 25% API, 17% Af. Am. Our faculty are primarily white. This exacerbates the academic power imbalance. It is important for us to acknowledge and address in our classes the fact that information literacy is not somehow outside of cultural context. We have access to a course, acknowledge that’s rare - approach is scalable to one-shots
- G Just 2:00 - 6:00.
- \
- G
- G Pilot data: Responses from two sections (Winter & Spring 14) - 34 responses total Future data: Four sections using revised worksheets from Fall 14 - ~120 responses total
- J
- J
- The reflection question was, “Have you ever been the subject of a research project? If so, what was that like for you. What kind of research would you like to participate in?”
- We tried a few different combinations of articles. We were trying to choose two that approached the same topic through different means. We run this module in week 8 of a 10 week quarter and, as you might imagine, we’ve found that it helps immensely to do a lot of the foundational work in weeks leading up to the module. We clarified some of the questions on the worksheet.
- Freshmen at our university often have a very rudimentary understanding of academic knowledge production. We have developed a lesson on the basics of research methodologies, defining quantitative, qualitative, mixed methods, etc. and briefly discussing which disciplines are likely to use which methods. This helps to ground the lesson. We don’t discuss knowledge production as labor, mainly because the focus of the lesson is on students and their understanding of themselves as actors within an academic context. However, it is important to note that both of the articles we use are funded by the RAND corporation. Future iterations may include: more in-depth discussion of research as labor, more in-depth discussion of how money influences research, more efficient use of our two articles (so students don’t get stuck on the amount of reading).