Digging into the Frames: An exploration of context and conversation

14th Annual Information Literacy Summit

Miriam L. Matteson, PhD & Omër Farooq, PhD StudentKent State University, School of Library and Information Science

Overview

• Offer up some thoughts on 2 frames

• Discuss issues teaching these frames

Authority is Constructed and Contextual

Authority…Constructed…Contextual

Experts

• View information with skepticism

• Determine the validity of information

• Define different types of authority

• Seek authoritative voices• Acknowledge biases

Novices

• Don’t

King, P. M., & Kitchener, K. S. (2004). Reflective judgment: Theory and research on the development of epistemic assumptions through adulthood. Educational Psychologist, 39(1), 5-18.

Reflective Judgment Model

How to move from novice to expert?

Develop flexible notions of authority…While still learning the authority structures

accepted in their fields

Welcome diverse voices…While still being skeptical of the authority

Scholarship is a Conversation

• Sustained discourse among scholars• Different discursive practices within disciplines• Meaning negotiated through diverse

perspectives• Formal and informal/literal and figurative • Citations, peer-review, scholarly

communication through social media

Scholarship is a Conversation

• Products of discourse: paradigm shifts• Changes in perspectives in academic

disciplines • Granularity at different levels of conversation:

Undergraduate, graduate, doctoral, expert in a field

• Value of participation in conversation channels/How does one get in?

Recap• These two frames in particular require

learners to have an understanding of the nature of knowledge that may be beyond their current understanding.

• What are some effective teaching strategies to help learners along that journey?

Thank you!

Miriam Mattesonmmattes1@kent.edu@mirmatt

Omër Farooqofarooq@kent.edu