Digging into the Frames: An exploration of context and conversation 14th Annual Information Literacy Summit Miriam L. Matteson, PhD & Omër Farooq, PhD Student Kent 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 Novices View information with skepticism Determine the validity of information Define different types of authority Seek authoritative voices Acknowledge biases Don’t

Reflective Judgment Model 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.

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 Matteson mmattes1@kent.edu @mirmatt Omër Farooq ofarooq@kent.edu