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1. Fostering Curiosity as an
Information Seeking Habit of Mind
Hannah Gascho Rempel
Ken Susman - http://www.selfstoragefinders.com/blog/author/ksusman/

2. WHO AM I?

4. Corvallis, Oregon

5. Oregon State University

6. And I research and write about curiosity,
student development theories, graduate
students…

7. Fostering Curiosity as an
Information Seeking Habit of Mind
3. OUR STAKE IN
THE GAME
2. DEVELOPMENT
(THEORIES)
1. WHAT IS CURIOSITY
(THEORIES)

8. Fostering Curiosity as an
Information Seeking Habit of Mind
3. THE END GAME
2. DEVELOPMENT
(THEORIES)
1. WHAT REALLY IS
CURIOSITY (THEORIES)
4. HOW DO WE DO
THIS?

9. exercise 1a1. Work in small
groups.
3. Keep an
exploratory mindset.
4. Use any
resources, tools, or
approaches you
want.
www.flickr.com/photos/joeshlabotnik/1440948116/
2. Learn about and
analyze your
object.
5. Write down the
questions you have

10. Write your own brief
definition of curiosity

12. exercise 2

13. exercise 2
e
i
p

14. Almost
Never
Almost
Always
exercise 2
x x x
x

15. e

16. p

17. i

18. CURIOSITY TYPES

19. epistemic

20. perceptual

21. interpersonal

22. 0 10 20 30 40
interpersonal
perceptual
epistemic

23. Think back to
your object.
What kinds of
questions were
you asking?
Categorize:
• Epistemic
• Perceptual
• Interpersonal
exercise 3
https://www.flickr.com/photos/lavid/7355136484/in/pool-chs_capitolhillseattle/

24. curiosity
SUMMARY:
-multiple types of curiosity
-multiple perspectives/group
work
-set aside time specifically for
curiosity-driven exploration

25. My research
Analyzing undergraduate research papers for indications of
curiosity
Interviewing undergraduate students to learn about their
perceptions of curiosity in the education process
Introducing curiosity teaching exercises to instructors, and
then interviewing them to learn how the use of these
exercises impacted their teaching
Rempel & Deitering, 2017; Deitering, Rempel & Jensen, 2018

26. Findings
Very little evidence of curiosity in academic research writing
Students seek curiosity, but balance energy expenditures
Curiosity framework encourages teachers to give students
more agency and to structure assignments to allow for
curiosity-driven exploration

27. Where’s the curiosity?

28. Feelings – https://www.flickr.com/photos/danielito311/5847295876/

29. Curiosity
Uncertainty
Anxiety

30. RESEARCH (AKA
INFO SEEKING)
LACKING
CURIOSITY
DEVELOPMENT
THEORIES (AND
OTHER STUFF)

31. Student Development Theories
IntellectIdentity

32. Identity
How individuals
develop and maintain
their identity,
answering the
questions:
who am I?
who do I want to
be?

33. Erikson’s stages of psychosocial
development (1963)
Basic trust vs. basic
mistrust
Autonomy vs.
shame/doubt
Initiative vs. guilt
Industry vs. inferiority
Identity vs. role
confusion
Intimacy vs. isolation
Generativity vs.
stagnation
Ego integrity vs.
despair

34. Chickering’s theory of identity
development (1969/93)
Developing
competenc
e
Managing
emotions
Moving
through
autonomy
toward
interdependen
ce
Developing
mature
interpersonal
relationships
Establishin
g identity
Developing
identity
Developing
purpose

36. Intellect
Learning how to
make meaning
especially as the
questions become
more complicated

37. Intellectual & Ethical Development
Theory (Perry, 1970)
Dualism
Multiplicity
Relativism

38. Intellectual & Ethical Development
Theory (Perry, 1970)
Dualism
Multiplicity
Relativism
The
transitions
are where
the fun is

39. Epistemological Reflection Model
(Baxter Magolda, 1992)
Contextual
Independent
Transitional
Absolute

40. Dualism
Multiplicity
Relativism
Contextual
Independent
Transitional
Absolute

41. exercise 3
REFLECT
What can information professionals
learn from development theories?
Industry vs. inferiority
Identity vs. role
confusion
Intimacy vs. isolation
Generativity vs.
stagnation
Contextual
Independent
Transitional
Absolute

42. what students say
small
groups
modeling
concrete
joltssafety
SUPPORTING
CRITICAL
THINKING
Brookfield, 2012

43. Development Theories Conclusion
Not in isolation
Not prescriptive
Empathy matters
Creating habits of
mind

44. Why do curiosity and
development theories
matter? = Our stake in
the (information-
seeking) game.

45. We have tough problems to solve

46. Curiosity
Uncertainty
Anxiety
Information
Avoidance
Information
Seeking

47. What can we do to
foster curiosity?

48. Q: How can information professionals foster
curiosity?
● Engage different types of curiosity: epistemic, perceptual,
and sociocultural

49. Q: How can information professionals foster
curiosity?
● Slow down the the initial phases of research - don’t jump
into solutions to big problems too quickly - rather, practice
asking questions

50. Q: How can information professionals foster
curiosity?
● Recognize the developmental impacts on search
processes and that many people have unlearned curiosity

51. What are some ways you might
foster curiosity? (Either your own
or others curiosity.)
exercise 4
REFLECT
Write:

52. QUESTIONS?

53. Contact:
Hannah Gascho Rempel,
Visiting Fulbright Scholar
Hannah.rempel@oregonstate.edu
78720975@o365.cuni.cz

54. References
Baxter Magolda, M. B. (1992). Knowing and reasoning in college: Gender-related patterns in students’ intellectual development. San
Francisco, CA: Jossey-Bass.
Brookfield, S. D. (2012). Teaching for critical thinking: Tools and techniques to help students question their assumptions. San Francisco, CA:
Jossey-Bass.
Chickering, A. W., & Reisser, L. (1993). Education and Identity (2nd ed.). San Francisco: Jossey-Bass.
Deitering, A.-M., Rempel, H. G., & Jensen, T. (2018). Reflective Information Literacy: Empowering Graduate Student Teachers. In C. Renfro &
C. Styles (Eds.), Transforming Libraries to Serve Graduate Students. Chicago, Illinois: American Library Association.
Erikson, E. H. (1963). Childhood and society (2nd ed.). New York, NY: Norton.
Goodall, C. E., & Reed, P. (2013). Threat and Efficacy Uncertainty in News Coverage About Bed Bugs as Unique Predictors of Information
Seeking and Avoidance: An Extension of the EPPM. Health Communication, 28(1), 63–71.
https://doi.org/10.1080/10410236.2012.689096
Litman, J. A., Hutchins, T. L., & Russon, R. K. (2005). Epistemic curiosity, feeling‐of‐knowing, and exploratory behaviour. Cognition &
Emotion, 19(4), 559–582. https://doi.org/10.1080/02699930441000427
Perry, W. G. (1970). Forms of Intellectual and Ethical Development in the College Years: A Scheme. New York, NY: Holt, Rinehart and
Winston.
Rempel, H. G., & Deitering, A.-M. (2017). Sparking Curiosity – Librarians’ Role in Encouraging Exploration. In the Library with the Lead Pipe.
Retrieved from http://www.inthelibrarywiththeleadpipe.org/2017/sparking-curiosity/
Rempel, H. G., McElroy, K., & Bridges, L. M. (2017). Understanding How Students Develop: A Practical Guide for Librarians. Lanham, MD: