research justice & information literacy: a case study
TRANSCRIPT
Research Justice & Information Literacy
A Case Study
Gr Keer, Online Learning & Outreach Librarian, CSU East BayJeffra Bussmann, STEM/Web Librarian, CSU East Bay
CAPAL, May 31, 2015
Our Thinking● Faculty Learning Community
o Where does IL fit?o We have space to experiment
● Service Learning vs. Community Engagemento “libraries become a locus for social construction of
knowledge” (Riddle)o Critical IL helps students contextualize their service
(Riddle)
● ACRL Standardso “encourage uncritical consumption” (Seale)o Socioeconomic context fits into Standard 5 even
though it “ignores knowledge production” (Seale)
Our Process● Reflect
o Critically consider the academic research process o Critically consider our teachingo (Where) does Community Engagement fit?
● Changeo Develop a Research Justice & Knowledge Production
module
● Implemento Team taughto Active learningo Student input/feedback
● Repeat
University Context● CSU East Bay
o Public university in Hayward, CAo ~14,000 FTEo Asian American & Native American Pacific Islanders
and Hispanic Serving Institution
● LIBY1210: Introduction to Information Literacyo 10 week, 2-unit required course for incoming
freshmeno graduation requiremento taught by 12 library faculty + part time faculty
The Module
Our Class Module● Completed in one 110-minute class
sessiono Read articles before classo Discuss “What is research?”o Watch “Polling for Justice” videoo Complete Activity Worksheet comparing
research methodologieso End with Reflection writing
● Ongoing modification
Polling for Justice
Article ActivityTwo Articles:• Derose, K. , Marsh, T. , Mariscal, M. , Pina-Cortez, S. , &
Cohen, D. (2014). Involving community stakeholders to increase park use and physical activity. Preventive Medicine, 64, 14-19.
• Cohen, D. , Han, B. , Derose, K. , Williamson, S. , Marsh, T. , et al. (2012). Neighborhood poverty, park use, and park-based physical activity in a southern california city. Social Science & Medicine, 75(12), 2317-2325.
Worksheet: • https://goo.gl/nczibN
The Case Study
Data Analysis Frame● Do students make community
engagement connections when comparing these approaches to research?
● Do students make social justice connections?
● How does this module expand our approach to teaching IL Standard 5?
Pilot Data
Q5 What does the researcher expect the research to accomplish?
Pilot Data - Main ThemesCohen et al.:● advance the field● share
information● find answers● positive action
Derose et al.:● share
information● positive action
o community engagement
o community change
o individual empowerment
Pilot Data - Minor ThemesCohen et al.:● investigate topic● further study● new information● prove point● confusion
Derose et al.:● find answers● further study● demonstrate
value● confusion
Pilot Data - ReflectionsParticipation in Research on:
o Rich/Powerful people, ‘oppressing me’o Teens/Young adults, ‘my age’o An area ‘where I can respect the research’o My communityo Heard with decision makers & people who share the same
views as meo Teens, their education, if their homelife has an effect on thato Criminal justice studyo People’s sleep patternso Shoe research, comfiest shoe
Modifications• Used different articles• Did more integration prior to the
module• Updated worksheet based on student
responses
Things to Consider• Research methods need to be carefully
scaffolded for freshmen• Both articles are funded by the RAND
corporation• Future iterations of the module
Q&AThank you!
References: http://goo.gl/bBhJKl
http://www.slideshare.net/gkeer/information-literacy-and-research-justice-a-case-study
[email protected]@csueastbay.edu