Conference Agenda

Background

In recent years, contemplative pedagogy (CP) has gained traction as an instructional approach that fosters deepened awareness, concentration, and insight through contemplative practices. These practices integrate the body, mind, and emotional states, offer alternative ways of knowing and are particularly relevant in addressing the heightened stress and anxiety among college students and educators, exacerbated by the COVID-19 pandemic and current societal issues. Evidence suggests that CP enhances student experiences and encourages critical reflection on librarianship, promoting inclusivity and challenging systems of oppression (Moniz & Slutzky, 2016; Charney & Colvin, 2018), encouraging librarians to be inclusive and to consider how conventional approaches to instruction have played a role in supporting systems of oppression, power, and privilege, all while enhancing metacognitive processing. This paper will present the findings of a recent study conducted by the speaker on the contemplative pedagogical practices of librarians in Canada and the United States, undertaken in the Fall of 2024. Based on the study’s findings, the author will provide a high-level overview of how librarians can enrich their professional practices in the realm of information literacy and support both educators and students in navigating today’s complex educational landscape through the integration of contemplative practices.

Methodology and Discussion

The study used a mixed methods approach that included an extensive survey focused on the integration of contemplative practices of librarians into their information literacy interventions, as well as the role of institutional supports, along with interviews with librarians willing to share their experiences and practices in this area. The study amplifies the benefits of CP, as well as revealing common integration methods and their perceived impact on educational experiences. The author provides an overview of how librarians can enhance their professional practices in information literacy through CP, supported by the study’s data. The discussion includes library and institutional support for CP, motivations, and benefits for both librarians and students, professional development opportunities, and the application of CP in navigating emerging AI tools.

Learning Outcomes

Participants will gain an understanding of various contemplative practices, their impact on students, and the necessary library and institutional supports for implementing CP to ameliorate student experiences.

References

Charney, M., & Colvin, J. (2018). Contemplative pedagogy: Building resilience in academic libraries. In P. Hauke, M. Charney, & H. Sahavirta (Eds.), Going Green: Implementing Sustainable Strategies in Libraries Around the World, vol. 177 (pp. 32–45). De Gruyter. https://doi.org/10.1515/9783110608878-005

Duffy, B., Rose-Wiles, L. M., & Loesch, M. M. (2021). Contemplating library instruction: Integrating contemplative practices in a mid-sized academic library. The Journal of Academic Librarianship, 47(3): 102329. https://doi.org/10.1016/j.acalib.2021.102329

Gibson, N. S., & Regan, M. T. (2021). On the journey to a contemplative library: Reflections from a professional community of practice. The International Information & Library Review, 53(3): 264–271. https://doi.org/10.1080/10572317.2021.1949523

Mourer, M. M., & Karadjova, K. (2018). Dare to share the silence: Tools and practices of contemplative pedagogy in a library brain booth. In S. Kurbanoğlu et al. (Eds.), Information Literacy in the Workplace, 5th European Conference on Information Literacy, ECIL 2017, Saint Malo, France, September 18-21, 2017: Revised Selected Papers. CCIS, vol. 810 (pp. 781–790). Cham: Springer International Publishing. https://doi.org/10.1007/978-3-319-74334-9_79

Moniz, R., Henry, J., Eshleman, J., Moniz, L., & Slutzky, H. (2016). Stressors and librarians: How mindfulness can help. College & Research Libraries News, 77(11): 534–536. https://doi.org/10.5860/crln.77.11.9582

Information literacy instruction continually evolves through interactions with different pedagogies and approaches to teaching. An emerging pedagogical framework called Transparency in Learning and Teaching (TILT) is increasingly being utilized and researched by instructors across a variety of teaching contexts and disciplines; however, TILT is notably absent in information literacy instruction literature. This paper aims to introduce the TILT framework and its underlying principles, provide an in-depth literature review on its application and impact on student learning, and conceptualize ways it can be applied in the context of information literacy instruction.

TILT is an educational framework that encourages teachers to communicate to and with their students about the learning process with a particular focus on developing transparent practices around assignment design and in-class learning activities (Winkelmes et al., 2019). TILT structures learning in a manner that increases conversations between teachers and students on how students are learning, frames the application of learning to real-world situations, and demystifies to students the pedagogical decisions and learning experiences developed by instructors through four primary principles: Purpose, Task, Criteria, Student Feedback (Winkelmes et al., 2019). These principles aim to help an instructor explicitly state the goal of an assignment to students, provide the steps necessary to complete the assignment, explain what success looks like, and give space for students to provide feedback and questions about the assignment. Additionally, practitioners argue that TILT increases student-led learning, promotes accessible teaching practices, impacts student success metrics such as sense of belonging and confidence, and takes an equitable approach to student learning (Winkelmes et al, 2019).

TILT literature focuses primarily on either method of application or impact on student learning. Impact on student learning literature varies with some studies suggesting a positive impact on student learning (LeJeune, 2023; Cronmiller et al., 2022; Peplow et al., 2021) with others unable to replicate positive impacts (Cotter et al., 2023). Methods of application literature is deeper, spanning a variety of teaching contexts; however, there is little evidence of information literacy instructors using TILT creating an opening for a new area of pedagogical exploration.

The four principles of TILT and the diversity of teaching applications suggest that TILT is conceptually compatible and applicable to the context of information literacy instruction. This paper will outline different possibilities that the steps Purpose, Task, Criteria, and Student Feedback could be applied by information literacy instructors. Possible conceptual applications will be presented at both the micro and macro level as well as across multiple contexts common to information literacy instruction, including one-shot instruction, semester long courses, librarian and course instructor interactions, instructional design, and individual research consultations.

References

Cotter, E., Battle, K. A., Holsendolph, C., Nguyen, J., & Smith, A. (2023). The impact of transparent instructions upon academic confidence and writing performance. Perspectives in Learning, 20(1): 49–66.

Cronmiller, J., Babulski, J., Collins, K., Finn, M., Hall, S., Hill, J., Jacobs, M., Markham, J., Murphy, J., Vest, M., Wahba, A., & Wendtland, C. (2022). Writing intensive high impact practice along with transparency in learning and teaching promote critical thinking in writing assignments in two community college science courses. HAPS Educator, 26(1): 46–54.

LeJune, J. (2023). A multiple-choice study: The impact of transparent questions design on student performance. Perspectives in Learning, 20(1): 75–89.

Peplow, A., Carter, J. A., Baumgartner, J., Hennessy, M., Greer, M., Schlembach, S., Mallory, B., & Refaei, B. (2021). Transparent assignment design: A multidisciplinary survey assessing students’ perceptions. The Journal for Research and Practice in College Teaching, 6(1): 61–102.

Winkelmes, M., Boye, A., & Tapp, S. (Eds.). (2019). Transparent Design in Higher Education Teaching and Leadership: A guide to implementing the transparency framework institution-wide to improve learning and retention. Sterling, Virginia: Stylus Publishing.

The greater the divide between high school educators and academic librarians, the more challenging it becomes for students to navigate the transition from secondary education to higher education (Barry, Snyder, and Mathuews, 2021; Burhanna and Jensen, 2006). Despite working in different institutions, we are often serving the same students and it is crucial to recognize that students’ journeys extend beyond individual roles. Information literacy (IL) instruction requires scaffolding throughout all levels of a person’s educational career (DiGiacomo, Muetterties, and Taylor, 2023; Moore, 2005). By working together, librarians and educators are able to build on each other’s instructional offerings. The first step to building scaffolded IL instruction is an open dialogue to discuss shared learning goals, instructional practices, and students’ evolving needs.

This paper presents a case study of Utah State University Libraries’ (USU) initiative to create an open dialogue through the establishment of the biennial conference “Bridging the Gap”. This conference fosters collaboration and professional development among secondary educators and academic librarians, enhancing the continuity of IL instruction.

The conference features three distinct tracks designed to address the diverse needs of educators and students: IL, Primary Source Literacy, and Digital Resources. The IL track focuses on collaborative strategies to enhance IL instruction and address the challenges faced by first-year university students. The Primary Source Literacy track highlights these resources’ importance and accessibility. The Digital Resources track explores the integration of digital media and artificial intelligence in education.

Since its inception in 2022, the conference has brought together 101 high school librarians, academic librarians, and teachers from various disciplines, including English, History, and Social Sciences. Feedback surveys show all attendees found the conference useful, with over 70% rating it extremely useful. Educators gained practical takeaways. As one attendee noted, discussions included “research techniques that I can apply directly to my classroom to improve student learning and engagement.”

Bridging the Gap highlights the importance of continuous professional development and the need for a cohesive approach to IL instruction across educational levels. This paper offers a model for libraries seeking to host similar dialogues and create connections of their own.

References

Barry, M. E., Snyder, R. J., & Mathuews, K. B. (2021). Motivations and challenges of academic library support during the transition to college. Portal: Libraries and the Academy, 21(3): 511–530. https://doi.org/10.1353/pla.2021.0028

Burhanna, K. J., & Jensen, M. L. (2006). Collaborations for success: High school to college transitions. Reference Services Review, 34(4): 509–519. https://doi.org/10.1108/00907320610716413

DiGiacomo, D., Muetterties, C., & Taylor, C. (2023). Insights on information literacy from social studies classrooms in the southeast. Journal of Research on Technology in Education, 56(1), 56–71. https://doi.org/10.1080/15391523.2023.2264965

Moore, P. (2005). An analysis of information literacy education worldwide. School Libraries Worldwide, 11(2): 1–23.

In today’s digital age, information literacy (IL) has become a fundamental skill for students, enabling them to navigate the vast landscape of information effectively and responsibly. More particular, fostering IL among students from diverse cultural backgrounds, including immigrants or refugees, empowers their academic success and social integration.

This study presents the design, implementation, and assessment of a ten-session IL course at a multicultural middle school in Athens, Greece. The course aimed to equip students’ critical thinking and improve their skills in information seeking, retrieval, evaluation, and ethical use, while addressing language barriers and varying levels of comprehension. The program was structured around interactive, student-centered learning methodologies, incorporating multilingual resources, culturally relevant examples, and digital tools to enhance engagement. In studying the course, we employed a mixed-methods approach, utilizing pre- and post-course assessments, classroom observations, and student interviews to measure learning outcomes and identify challenges. The purpose of the assessment was to determine the degree to which the initiative enhanced students’ critical thinking, equiped them with the ability to evaluate and use information ethically, and promoted digital citizenship in an inclusive learning environment.

Findings indicated that students demonstrated significant improvement in their ability to critically assess online sources, identify misinformation, and apply ethical guidelines in information usage. However, language proficiency and digital access disparities emerged as key challenges. The study underscores the importance of adaptive pedagogical strategies and inclusive information literacy initiatives in multicultural educational settings.

This project contributes to the broader discourse on IL education by providing insights into best practices for fostering critical thinking and information literacy in diverse classrooms. The findings hold implications for educators, policymakers, and researchers striving to develop inclusive IL frameworks across Europe and beyond.