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Drawing on Identity and Prior Knowledge to Join the Conversation in Research Assignments - Folk

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Presented at LILAC 2018

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Drawing on Identity and Prior Knowledge to Join the Conversation in Research Assignments - Folk

  1. 1. Drawing on Identity and Prior Knowledge to Join the Conversation in Research Assignments Amanda L. Folk Assistant Professor Head, Teaching & Learning UNIVERSITY LIBRARIES
  2. 2. How do you help students to understand that scholarship is a conversation? Let’s think-pair-share! UNIVERSITY LIBRARIES
  3. 3. THE SOCIAL CLASS ACHIEVEMENT GAP UNIVERSITY LIBRARIES
  4. 4. What contributes to this gap? Social and cultural capital (Bourdieu) Burke, P.J. (2012). The right to higher education: Beyond widening participation. New York, Routledge. Stuber, J. (2011). Inside the college gates: How class and culture matter in higher education. Lanham, MD: Lexington Books. Academic alienation Mann, S.J. (2001). Alternative perspectives on the student experience: Alienation and engagement. Studies in Higher Education, 26(1), 7-19. Jehangir, R.R. (2010). Higher education and first-generation students: Cultivating community, voice, and place for the new majority. New York, NY: Palgrave Macmillan. UNIVERSITY LIBRARIES
  5. 5. HOW DOES THIS RELATE TO INFORMATION LITERACY? UNIVERSITY LIBRARIES
  6. 6. SCHOLARSHIP IS A CONVERSATION UNIVERSITY LIBRARIES
  7. 7. WHY RESEARCH ASSIGNMENTS? UNIVERSITY LIBRARIES
  8. 8. Research study information Hermeneutic phenomenology (van Manen, 1990, 2004) Attempts to understand what it’s like to experience a particular phenomenon Semi-structured interviews Sample 30 first-generation students in their third or fourth years study at two regional campuses of a large research university in the United States UNIVERSITY LIBRARIES
  9. 9. FOUR CASE STUDIES UNIVERSITY LIBRARIES
  10. 10. Exploring their environment Laila Whenever I was in our mandatory study hours, I would look around at the different athletes. I’d be like, “That person does this,” and, “Hmm, they’re not doing homework.” “This person plays this.” “They’re doing a little bit of something.” …I’m like, “Okay, they’re not in season now,” and like, “Okay, they’re in season now”… Sophomores didn’t [have mandatory study hall] if they had a certain GPA, but there were some… juniors and seniors there. You didn’t have a high enough GPA but still had to do study hour, so you’re like, “Okay, what’s going on here?” That made me think, too. UNIVERSITY LIBRARIES
  11. 11. Making meaning Cheyenne She also helped me look at different things that I didn’t even think to look at or to do research on. That definitely opened up my eyes to just all different things. I didn’t even—when I started I wasn’t even really looking at the mental illnesses. Then she told me to at least take a gander at it and see if that has any effects to these kids [perpetrators of school violence], which it does… As I kept doing research and everything like that and learning more about different mental illnesses, I wasn’t as angry, and I learned a lot of different things. UNIVERSITY LIBRARIES
  12. 12. Educating others – developing an authoritative voice Gabrielle It was more so like I didn’t just wanna leave out of the class and not take nothing from it, so what I did was I got a small group together, and we actually sat down and just talked about it… Like, “Tell me something that you don’t know, and I’ll tell you something that I don’t know, and we’ll try to educate each other.” Because I’m not gonna lie, sometimes it does get frustrating to continuously keep talking about it, but it’s always gonna be there, so you gotta try to at least educate someone else about it that doesn’t know. It was like, well, maybe I’ll just do my project on it. UNIVERSITY LIBRARIES
  13. 13. Educating others – asserting an authoritative voice DeShawn The thing with this is, I saw this as an opportunity for me. I could either (a) run and go to a different college or (b) stand my ground and educate people... an opportunity to educate the white populous who really don’t understand what it is or what it means to be an African-American student. UNIVERSITY LIBRARIES
  14. 14. FUNDS OF KNOWLEDGE UNIVERSITY LIBRARIES
  15. 15. “The existing resources, knowledge, and skills embedded in students and their families.” – Rios-Aguilar & Kiyama, 2017, p. 3 UNIVERSITY LIBRARIES
  16. 16. How have you or could you use funds of knowledge to help students join a scholarly conversation? Let’s think-pair-share! UNIVERSITY LIBRARIES
  17. 17. Thank you! Amanda L. Folk folk.68@osu.edu

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