The Impact of Creativity on Information Literacy Instruction

Zachary Newell & Karen SobelJanuary 2017 / BOBCATSSS / Tampere, Finland

KarenDenver, Colorado

ZachSalem,

Massachusetts

1972 miles apart!

Outline of our presentation

• Thesis

• How creativity manifests during library instruction

• How creativity empowers students

• Theories supporting our work

• Discussion/questions

Our thesis• Encouraging students to work with

creative topics, creative materials, and creative approaches during library instruction helps them to engage deeply with their topics and with the research.

• By losing their fear of “fulfilling the requirements,” they find enjoyment – and end up building stronger skills!

Wait!

What do we mean by “creativity?”

Defining Creativity in Information Literacy The ability to engage learners through a critically reflective process in order to foster divergent thinking, and where conversation and questioning is encouraged to challenge and reshape identities. 

Creativity in the library classroom is also defined as a process where learners are encouraged to play, explore and transform in a context that allows for managed failure—failure framed by reflection and iteration and less by penalty and closure. 

How creativity manifests during library instructionProductive fun

How creativity manifests during library instructionMoving past the confines of an assignment

How creativity manifests during library instructionPursuing personal interests and concerns

How creativity manifests during library instructionSeeking information both inside and outside the library

How creativity empowers students

They gain traditional library research skills & develop bonds with information professionals. However, they tend to absorb the lesson better & feel more comfortable with librarians than those who receive traditional instruction do.

How creativity empowers students

They begin to identify types of information, rather than sources, that they wish to find.

How creativity empowers students

They build flexible research skills that continue to apply and evolve.

How creativity empowers students

They learn to work with a research question as it evolves over time.

Divergent Thinking

Reframing a problem and to search efficiently;

Planning time for repetition and reflective thinking

Generating many ideas to explore multiple solutions

Breaking Habits, Fostering Imagination

James and Brookfield, Engaging Imagination

The model of the lively classroom

Student as a growing organism and a reflective learner

Third Space (Creating Space)

Develop ways of working with increasingly diverse populations in increasingly dynamic contexts

Space of cultural, social, and epistemological change

Environment must be rich in inquiry rather than one dominated by process

Liminal LibraryJourney in navigating uncertainty

by participating in the making of meaning

Meaning through a state of questioning and probing

Where students can:

Rethink assumptions and participate in the making of knowledge (creation)

Participate in a new reality of exploration and discovery

Reflective Pedagogy

Personally meaningful information

Create a space where inner life can be nurtured

Where creativity can emerge,

Where students can love the questions

In closing…

What are the greatest benefits of encouraging creativity in the library instruction classroom?Implement method of instruction that capitalizes on the playful side of searching, understanding and utilizing information

Librarians must be ready to re-imagine how the magic happens

ReferencesBerg, H., Taatila, V., & Volkmann, C. (2012). Fostering creativity: A holistic framework for teaching creativity. Development and Learning in Organizations, 26(6),  5-8.

Carnes, M. C. (2015). From Plato to Erikson: How the war on 'bad play' has impoverished higher education. Arts and Humanities in Higher Education, 14(4), 383-397. doi:10.1177/1474022214559846

Elmborg, J. K. (2011). Libraries as the spaces between us: Recognizing and valuing the third space. Reference & User Services Quarterly, 50(4), 338-350.

Endres, B. (2001). A critical read on critical literacy: From critique to dialogue as an ideal for literacy education. Educational Theory, 51(4), 401-2.

Fister, B. (2015). The liminal library. Paper presented at LILAC: Newcastle, UK. http://barbarafister.com/LiminalLibrary.pdf

Goodman, S. (2014, March 18). Fuel creativity in the classroom with divergent thinking. Retrieved from http://www.edutopia.org/blog/fueling-creativity-through-divergent- thinking-classroom-stacey-goodman

 

 

ReferencesJacobs, H. (2008). Information literacy and reflective pedagogical praxis. Journal of Academic Librarianship, 34(3), 256-262.

James, A., & Brookfield, S. (2014). Engaging imagination: Helping students become creative and reflective thinkers. Jossey-Bass: San Francisco.

Kurt, L., W. Kurt, & Medaille, A. (2010). The power of play: Fostering creativity and innovation in libraries, Journal of Library Innovation, 1(1), 8-23.

Mackey, T. P., & Jacobson, T. (2014). Metaliteracy: Reinventing information literacy to empower learners. Facet: London.

Swanson, T. A. (2004). A radical step: Implementing a critical information literacy model. Portal: Libraries & the Academy, 4(2), 259-273.

Tharp, T., and Reiter, M. (2003). The Creative Habit: Learn It and Use It for Life: APractical Guide. New York: Simon & Schuster.

Photo: Karen Sobel. Alpine Overlook, Rocky Mountain National Park, Colorado, USA.