Developing Signature Pedagogies in Information Literacy
Signature pedagogies are specific ways of teaching that move students to develop the habits of mind of a professional or disciplinarian (Ciccone, 2009). This concept is widely discussed in the Scholarship of Teaching and Learning literature in other disciplines but has yet to make its way into common conversation in information literacy. Throughout the four weeks, participants will spend time in conversation to deepen their understanding of the mental processes they go through when they work with information, while also discussing commonly used pedagogies to teach information literacy. Participants can expect to engage in readings and discussion about signature pedagogies. The end product in the course will be a lesson plan that includes the use of an identified pedagogy that teaches habits of mind necessary to be literate in information.
After attending this class, participants will be able to:
- Define signature pedagogies and habits of mind
- Describe habits of mind necessary to be information literate
- Identify and explain signature pedagogies in information literacy
- Develop information literacy lessons that use signature pedagogies
Week 1: Introducing Signature Pedagogies
In week one, participants will engage in reading and discussion about signature pedagogies. This week serves as an introduction to the concept as well as an opportunity to reflect on signature pedagogies in the disciplines. Participants will also spend time discussing why certain pedagogies are so common in a field and what habits of mind they are developing.
Week 2: Habits of Mind in Information Literacy
In week two, participants will brainstorm habits of mind necessary to be information literate. In other words, course participants will ask themselves, “what do I need to be thinking about regarding information in order to be considered literate in information?” and “what mental habits have I developed regarding information?” Finally, participants will spend time considering the different disciplinary natures of information and discuss how their mental thought processes change, or do not change, as they move between working with information in different fields.
Week 3: Signature Pedagogies
In week three, participants will take what they know about signature pedagogies and what they discovered about habits of mind in information literacy to identify signature pedagogies in information literacy. Through this process, participants will be asked to clearly explain why and how certain pedagogies teach specific habits of mind.
Week 4: Apply Learning to the Development of Information Literacy Lessons
In week four, participants will consider how current pedagogies impact students’ information literacy habits, and ask themselves what may need to change in their teaching practices. This will lead to the development of lesson plans that incorporate pedagogies that teach the habits of mind necessary to be information literate.
Lauren Hays, PhD, is an Assistant Professor of Instructional Technology at the University of Central Missouri. Previously, she was the Instructional and Research Librarian at MidAmerica Nazarene University in Olathe, KS where she enjoyed teaching and being a member of the Faculty Development Committee. She has presented widely on the Scholarship of Teaching and Learning, including at the annual conference for the International Society for the Scholarship of Teaching and Learning and she was the 2017 speaker on SoTL for the Association of College and Research Libraries’ Student Learning and Information Literacy Committee’s Midwinter Discussion. Her professional interests include SoTL, teaching, information literacy, educational technology, library and information science education, teacher identity, and academic development. On a personal note, she loves dogs, traveling, and home.
A computer with Internet connection is required. Your participation will require approximately 3-5 hours per week of primarily asynchronous activities to:
- Read the online course materials
- Post to online discussion boards or participate in optional Zoom chats
- Complete online exercises and/or final assignment
- Participants who complete the course requirements will receive a certificate of completion.
Contact Margot Conahan at email@example.com with questions or requests for special assistance or additional accessibility.