<div dir="ltr"><div>Hello all!</div><div><br></div><div>My name is Devon Olson, I am a research and Instruction Librarian at the University of North Dakota. I am an early-career librarian with a background in community archives and research instruction in higher-ed, and I am also a relatively new member of the Maintainers community. Nice to meet you!<br></div><div><br></div><div>I am writing to seek some feedback on two separate conference proposal ideas I have for MIII. I'll be honest and admit that I've never presented at a conference, so I'm feeling a little hesitant about topical appropriateness or the process in general. I'm hoping some of you may have some feedback or additional resources I ought to consider.<br></div><div><br></div><div>Idea #1 has to do with a pedagogical frame called "situated information literacy", and I'm imagining I would do it as a lightning talk, though it could easily be an hour-long workshop. The idea of "situated information literacy" seems to have grown out of the work of a small group of instructional around the early 2000's, but it doesn't seem to have gotten the traction I think it deserves. Recently I've become really frustrated with the way information literacy (in higher ed, at least) is framed only within academic spheres, or even a single assignment, ignoring the wider information ecosystem students participate in, both as a student, and in their eventual post-grad lives.
I want to introduce situated information literacy as a potential way to
combat information bubbles and to maintain information literacy in
learners into adulthood. If you've heard of concept-based curricula (which began in Nursing), I'm basically proposing the same model, that instructional librarians give students a mental model which facilitates critical analysis, evaluation, and reflection (information literacy) across information domains. The audience would be anyone who teaches research skills, but it may be relevant to others as well. If you're interested, here are some works I'll be drawing from:</div><div style="margin-left:40px">
<span style="font-size:10pt;font-family:Arial;color:rgb(0,0,0);background-color:transparent;font-style:normal;font-variant:normal;text-decoration:none;vertical-align:baseline;white-space:pre-wrap" id="gmail-docs-internal-guid-8dcce71a-7fff-a922-e440-06d4da95d246">Jennifer Hoyer, (2011) "Information is social: information literacy in context", Reference Services Review, Vol. 39 Issue: 1, pp.10-23, </span><span style="color:rgb(0,0,0)"><span style="font-size:10pt;font-family:Arial;background-color:transparent;font-style:normal;font-variant:normal;vertical-align:baseline;white-space:pre-wrap"><a href="https://doi.org/10.1108/00907321111108088">https://doi.org/10.1108/00907321111108088</a></span></span> <br></div><div style="margin-left:40px">
<span style="font-size:10pt;font-family:Arial;color:rgb(0,0,0);background-color:transparent;font-style:normal;font-variant:normal;text-decoration:none;vertical-align:baseline;white-space:pre-wrap" id="gmail-docs-internal-guid-98fc3138-7fff-326c-dd0a-e7e248b07912">Pawley, C. (2003), “Information literacy: a contradictory coupling”, Library Quarterly, Vol. 73. No. 4, pp. 422-52.</span> <br></div><div style="margin-left:40px">
<span style="font-size:10pt;font-family:Arial;color:rgb(0,0,0);background-color:transparent;font-style:normal;font-variant:normal;text-decoration:none;vertical-align:baseline;white-space:pre-wrap" id="gmail-docs-internal-guid-ffc81fa1-7fff-6161-af0f-7f777b2ea144">Marcum, J. (2002), “Rethinking information literacy”, Library Quarterly, Vol. 72 No. 1, pp. 1-26.</span> <br></div><div style="margin-left:40px">
<p style="line-height:1.38;margin-top:0pt;margin-bottom:0pt" id="gmail-docs-internal-guid-51209b33-7fff-42de-a26e-e9d2ba7cf371"><span style="font-size:10pt;font-family:Arial;color:rgb(0,0,0);background-color:transparent;font-style:normal;font-variant:normal;text-decoration:none;vertical-align:baseline;white-space:pre-wrap">Robert Monge & Erica Frisicaro-Pawlowski. 2014. "Redefining Information Literacy to Prepare Students for the 21st Century Workforce”. Innov High Educ (2014) 39:59–73</span></p><p style="line-height:1.38;margin-top:0pt;margin-bottom:0pt"><span style="font-size:10pt;font-family:Arial;color:rgb(0,0,0);background-color:transparent;font-style:normal;font-variant:normal;text-decoration:none;vertical-align:baseline;white-space:pre-wrap">DOI 10.1007/s10755-013-9260-5</span></p>
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<span style="font-size:10pt;font-family:Arial;color:rgb(0,0,0);background-color:transparent;font-style:normal;font-variant:normal;text-decoration:none;vertical-align:baseline;white-space:pre-wrap" id="gmail-docs-internal-guid-39418f66-7fff-c919-1271-046a44e9859d">Reconsidering the Relationship Between Generic and Situated IL Approaches: The Dreyfus Model of Skill Acquisition in Formal Information Literacy Learning Environments, Part I . Robert Farrell, Lehman College, City University of New York. Library Philosophy and Practice (e-journal)</span></div><div><div><div><br></div><div><br></div><div>Idea #2 has to do with mending, fast fashion, and privilege. This one is sort of a fun one, because there could be hands-on craft time at the end! I am imagining this would be an hour-long presentation on the #visiblemending social media phenomenon as a potential response to fast fashion and all of its environmental and ethical consequences. It could also be a lightning talk or panel, too. This would also involve discussions of privilege, race, class, and lots of other problematic bits that seem to be baked into the diy-garment and fashion industry. There are other related social media movements, #fashionrevolutionweek was a couple weeks ago, and there is also #memademay, #memadewardobe, #slowfashion, and bleeds into other forms of media. I might be in over my head on this one since I am not academically trained in fashion history or economics, but I think it is a very important conversation to be having, especially as maintainers. I also think it would be really neat to spend the second half of the hour mending clothing together, facilitated by myself and maybe a colleague (any takers?) In my dreams I think it would be cool to get a grant to buy materials to mend things together, which might make this more of a long-term thing to do next year? I also don't have as much research baking this idea, so if you know of any articles, books, blogs, podcasts, etc., surrounding this idea, please do let me know.<br></div><div><br></div><div>I appreciate any thoughts you may have on any of this, and I sincerely appreciate you taking the time to read and perhaps respond.<br></div><div><br></div><div>-Devon</div><div><br></div><div><br></div><div></div><div><a href="mailto:devonrachel@gmail.com">devonrachel@gmail.com</a><br></div><div>
<a href="mailto:devon.olson.2@und.edu">devon.olson.2@und.edu</a>
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