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DeJoy Miller & Oberdick - Disciplinary literacy – a context for learning critical information literacy


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DeJoy Miller & Oberdick - Disciplinary literacy – a context for learning critical information literacy

  1. 1. Disciplinary Literacy :A Context for Learning Critical Information Literacy LILAC Workshop ‐ April 11, 2012 Dr. Nancy C. DeJoy Sara D. Miller Benjamin M. Oberdick East Lansing, Michigan, USA
  2. 2. Framing the Context • What is First Year Writing? • What is Disciplinary Literacy?  • Why evaluation vs. analysis?  
  3. 3. Assignment Goals • Writing about writing requires analysis • Inquiry = responding to sources vs. summarizing  them • Pedagogical philosophy comes from an analytical  standpoint
  4. 4. Common Evaluative Criteria Scope  Authority Purpose Objectivity Efficiency Currency Misinformation Coverage Uniqueness Accuracy Choice Citations Appropriateness Author Detail Reliability
  5. 5. Cart before the horse? • Language focuses on quality (i.e. a “good” source) • Can we judge the quality of a source (evaluate)  before understanding what it is (analysis)?  • Bloom’s Taxonomy • Jumping to conclusions can undercut development  of analytical skills and misses opportunity for  transfer of learning
  6. 6. Is it “Good?” or What is it? Evaluation Analysis Quality Context Is it reliable?  Why is it important?What is my purpose?  What is the author’s  purpose?  Impersonal Artifactual Answers Questions “Information is constructed and contested, not  monolithic and apolitical.*” (*Simmons, M.H., 2005. Librarians as Disciplinary Discourse Mediators: Using Genre Theory to Move Toward Critical Information Literacy. portal: Libraries and the Academy,  5(3), pp.297–311.)
  7. 7. Introduction to RAIDSand application to texts Purpose, choice: Revision Scope, detail: Arrangement Authority, citations, accuracy: Invention Efficacy, currency, reliability: Delivery Appropriateness, detail: Style
  8. 8. Activity Individually:  Take a few minutes to write down the  current evaluative criteria that you use in a  specific teaching context. (1 minute) Small groups: 1. Share your criteria with the other members of  your group. (3 minutes) 2. Ask the following question:  How could we  change our criteria to focus on analysis? (5  minutes) 3. Select a particular activity you do with students.   Brainstorm a list of criteria you could use to move  a particular activity from evaluation to analysis.  (10 minutes)
  9. 9. It’s not either-or… • Sound analysis will enable better evaluation. • The evaluative criteria still matter, but within the context of analysis. • Focusing on analysis enables transfer of learning and  makes every article useful to writers even if what  they learn is what not to do or what sources not to  use
  10. 10. Summary: How Things Line Up Goals of Writing Analyzing Assignment Information Sources • Rhetorical analysis • Source analysis • RAIDS criteria for  • RAIDS criteria for  own work others work • Inquiry, not  • Questions before  summary answers
  11. 11. Sign up for consultations : Dr. Nancy C. DeJoy Associate Professor: Writing, Rhetoric, and American Cultures Michigan State University East Lansing, Michigan  USA Sara D. Miller Head of Information Literacy Michigan State University Libraries East Lansing, Michigan  USA Benjamin M. Oberdick Information Literacy Librarian Michigan State University Libraries East Lansing, Michigan  USA