Teaching Philosophy

In my classroom whether online or in-person, students can expect a casual tone and unabashed enthusiasm for research. Typically I only see students once or twice per semester for information literacy and research skills. In that context, I think about my instruction in terms of sparking interest in the research process and giving students exposure to higher-order thinking about their research. In particular, I draw on Renninger and Hidi’s The Power of Interest for Motivation and Engagement to undergird my practice. Their four-phase model informs the way I structure my learning objectives. Per their model, I aim for maintained situational interest which requires the right tools and supports to grow into more sustained interest. I work to provide multiple access points and multiple ways of thinking about research in the hopes that one or more will resonate with students.
I also draw on the ACRL Framework for Information literacy in structuring my teaching. Per the framework, students are learning to be information literate if they can identify the appropriate tools for their information needs, maintain an open mind when encountering differing perspectives but also be able to identify when it would be inappropriate to give equal weight to both sides, and place themselves as information creators in the broader information landscape. In service of these goals, I am particularly informed by Freire’s Pedagogy of the Oppressed. Over time, I have grown to more strongly emphasize the existing knowledge and interests of the students I see. Learning information literacy and research skills is a process of personal development and it would be inappropriate to treat my students as empty vessels to be filled with knowledge. For this reason, I use examples that reflect me as a person when teaching. I hope that students will get to learn about me as a whole person as they learn that I see them as whole people who have a lot to offer the classroom.
I believe students learn best when they have allies to facilitate their experimentation. I make it clear that often times things look easy when I do them because I’m more experienced with research. They’re learning; research may be harder at home than it looked in the library. That’s ok. They have allies in librarians and in their colleagues in class to help them so that research becomes easier. I want to break down the assumption that research is dull and about getting things "right." By cultivating a learning environment that encourages students to be whole people, I hope to cultivate an environment where it’s ok to make choices that don’t work out. Missteps are often our most important teachers.
I also draw on the ACRL Framework for Information literacy in structuring my teaching. Per the framework, students are learning to be information literate if they can identify the appropriate tools for their information needs, maintain an open mind when encountering differing perspectives but also be able to identify when it would be inappropriate to give equal weight to both sides, and place themselves as information creators in the broader information landscape. In service of these goals, I am particularly informed by Freire’s Pedagogy of the Oppressed. Over time, I have grown to more strongly emphasize the existing knowledge and interests of the students I see. Learning information literacy and research skills is a process of personal development and it would be inappropriate to treat my students as empty vessels to be filled with knowledge. For this reason, I use examples that reflect me as a person when teaching. I hope that students will get to learn about me as a whole person as they learn that I see them as whole people who have a lot to offer the classroom.
I believe students learn best when they have allies to facilitate their experimentation. I make it clear that often times things look easy when I do them because I’m more experienced with research. They’re learning; research may be harder at home than it looked in the library. That’s ok. They have allies in librarians and in their colleagues in class to help them so that research becomes easier. I want to break down the assumption that research is dull and about getting things "right." By cultivating a learning environment that encourages students to be whole people, I hope to cultivate an environment where it’s ok to make choices that don’t work out. Missteps are often our most important teachers.
(Selected) Instruction Philosophy Inspiration
Falk, J.H. (2006). An identity-centered approach to understanding museum learning. Curator: The Museum Journal, 49(2), pp. 151-166.
Knutson, K. & Crowley, K. (2010). Connecting with art: How families talk about art in a museum setting. In M.K. Stein & M. Kucan (Eds.), Instructional explanations in the disciplines. Springer Science+Business Media, New York, pp. 189-206.
Lave, J., & Wenger, E. (2002). Situated learning: Legitimate peripheral participation. New York: Cambridge University Press, pp. 27-43.
Renninger, K.A., & Hidi, S. (2016). The power of interest for motivation and engagement. Routledge: New York, pp. 1-31.
Visual Thinking Strategies: https://vtshome.org/
Knutson, K. & Crowley, K. (2010). Connecting with art: How families talk about art in a museum setting. In M.K. Stein & M. Kucan (Eds.), Instructional explanations in the disciplines. Springer Science+Business Media, New York, pp. 189-206.
Lave, J., & Wenger, E. (2002). Situated learning: Legitimate peripheral participation. New York: Cambridge University Press, pp. 27-43.
Renninger, K.A., & Hidi, S. (2016). The power of interest for motivation and engagement. Routledge: New York, pp. 1-31.
Visual Thinking Strategies: https://vtshome.org/