Lettuce Turn the Page
Cultivating new ideas with the Ohio State University’s Teaching Information Literacy Program
With rare perfect weather in Western PA this past weekend, I took some time to spend in my garden. I’m really trying for vegetables this summer, partly for the satisfaction of a delicious meal, and also for the sense of self-reliance in uncertain times. While pulling weeds and sowing seeds, I began to reflect on another kind of cultivation I’ve been working on: the ways I’m reshaping my approach to teaching information literacy.
Although I have a long background in public libraries, I came into academic librarianship in 2022. Much of my approach was rooted in my own experience as an undergrad which meant quick, one-shot instruction sessions. I dug right in but found myself struggling with limitations and challenges like the varying skill levels and lack of consistent follow-up. Overall, I was looking for ways to help students grow deeper roots in their understanding of information and research. When a colleague from another institution mentioned the Ohio State University Teaching Information Literacy Certificate last fall, I signed up, hoping for a few new shiny tools and ideas. What I got was something far more transformative – a new and rich oasis!
The field of library science has changed dramatically, even in the relatively short time since I completed my MLIS. The rapid advancement of AI and the overwhelming spread of disinformation has made research instruction more necessary, and more complex, than ever. The sessions in the Ohio State program challenged me to think about what students actually need to succeed in today’s world and what outdated practices that we, as instructors, might need to let go of. We can’t expect thriving growth if we don’t refresh the soil!
Sessions such as “Outdated Research Notions” and “Voices Not Sources” challenged me to rethink my approaches with both students and faculty. I now encourage the exploration of a broader range of sources. The focus is less on peer reviewed articles which aren’t at all useful if they’re not understandable and shifted instead to looking at various perspectives. I’m focused on honing critical thinking strategies that can be used far beyond their classes, especially in a time when even .gov websites are filled with weeds of disinformation. In short, we don’t need students to cite well, we need them to cultivate discernment.
Looking ahead, I’m excited to continue to bring these insights back to my practice. I’m exploring ways to move beyond one-shot sessions by working individually with faculty and embedding research support throughout their course structure. I’m looking to create something more sustainable – like a perennial that will grow and thrive through every season!
As with my garden, my teaching is a constant work in progress! But, thanks to the Teaching Information Literacy Program, I’m planting more intentionally with better tools and a long-term plan. I’m looking forward to celebrating the harvests!
The Teaching Information Literacy Information Literacy Certificate is available to course instructors, graduate teaching assistants/associates, instructional designers or instructional support professionals, high school teachers, and librarians and library workers (academic, public, and school) that are not affiliated with Ohio State. Participants from all disciplinary backgrounds and teaching contexts are welcome. Special thanks to Jane Hammons, who leads the sessions with an amazing mix of expertise and energy. I was amazed with how engaging and interactive the sessions were with dozens of participants from across the country. I aspire to bring that energy into my own teaching. I’m grateful to share this experience with her permission.
