Using the Framework to Build Critical, Active, and Mindful Literacy

STEPPING STONES FOR RESEARCHERS IN A COLLEGE ENGLISH CLASSROOM

Amy Mallory-Kani, Indiana University and Hillary Richardson, Mississippi University for Women

Introduction Critical Reading Sample Assignment

Even though college English majors are typically more interested in research Objectives:
Critical Lens Self-Assessment and Midterm Reflection
than other majors, they still require carefully scaffolded instruction, especially
pedagogy that focuses on reading and writing processes, not just exposure to • improve micro- and macro-reading
Critical reading facilitates learning
canonical literary texts or theorists. In spring 2017, the presenters redesigned skills • One of the goals of this course is to “improve micro- and macro-reading
to read in order to work, •
and co-taught two sections of Critical Writing and Research in Literary Studies recognize the landscape and skills.” In what ways have you improved these skills, if at all? What have
understand, or create new conventions of literary studies as a you learned about close reading and/or reading through a critical lens that
with deliberately scaffolded instruction. This 4-credit course was traditionally knowledge in a discipline. This type
taught in distinct sections by an English professor and a Research Services discipline you didn’t already know? What would you like to continue improving?
of reading is typically framed as • define different types of authority
librarian. This format—the fusing of two classes into one—was a source of
reading for an academic purpose. and expertise in literary scholarship • The Critical Lens Essay (CLE) was an application of a theoretical idea (“the
anxiety for students and instructors, a feeling compounded by course
objectives that lacked synergy, despite culminating in an 8-10 page research
Characteristics of reading for male gaze”) to a literary text (Bellocq’s Ophelia). What did you learn about
paper. The course became known as the English department’s “bootcamp.” In academic purposes include Assignments: the relationship between theory and literature from preparing for, and
order to address the fractured course content and fraught attitudes, we identifying patterns in the text, writing, this essay?
reconstructed the disparate learning objectives based on the ACRL Framework determining main and supporting • LitHacks
for Information Literacy; we specifically focused on the frames that allowed us ideas, evaluating credibility, making • Mini-arguments • Like other essays, the CLE comprised several parts (i.e. an introduction,
judgments about how a text is • Critical Lens Essay
to incorporate critical reading practices, active learning exercises, and mindful thesis statement(s), evidence and close reading, and a conclusion). What
• Primary Source Exercise
reflection. Our instruction for the transformed course sought to introduce argued, and making inferences have you learned about the writing process from this experience? Are
process—and all its parts—as a critical research skill. Taking a cue from • Paraphrase X 3 Exercise
about the text. there essay components that you understand in greater depth now that
scholars like Johnson and McCracken (2016), we reconfigured the course you’ve completed the CLE?
objectives to especially reflect the “scholarship as conversation” frame, as well
as the “information creation is a process” frame. We scaffolded a series of • What other aspects of essay writing did you re-consider during the
process-oriented assignments that asked students to return to an “anchor completion of the CLE, if any? What do you feel you need to continue to
text,” Natasha Trethewey’s Bellocq’s Ophelia, rather than exposing them to a work on in preparation for the final essay?
variety of literary genres and texts. By providing students with a process-
oriented template that they could put into practice as readers, writers, and
Active Learning
• Think back to the blog post that you (and others) completed on “research
researchers, we created a responsive environment in which students could and writing” at the beginning of the semester. Has your viewpoint on this
engage more confidently with the readings and processes they encountered. Objectives:
subject changed or broadened at all? Why or why not?
• navigate, and intervene within, scholarly
conversations about literature • What are your research and writing goals for the second half of the
This poster covers the three nodes of our approach through definitions, • select tools and practices that enhance your own semester?
objectives, and assignment details. We focus particularly on the critical research/writing methodology
reading, active learning, and mindful research practices that students • gain strategies for creating an original thesis that
developed in the course in relation to key Knowledge Practices (KPs) and draws on a variety of texts
Dispositions (Ds) of the Framework:
Assignments:
Critical Reading: • Cut-Up Revision Exercise

• The framework isn’t explicit about improving reading as such. However, we

• Information Cycle Activity Results
• In-class Rubric Collaboration
used the following KPs and Ds within “Research as Inquiry”: “deal with
complex research by breaking complex questions into simple ones” (KP3)
and “maintain an open mind and a critical stance” (D4) Active learning includes embodying, performing, and actively participating in the reading, research, and writing
process, combatting the assumption that these processes in literary scholarship are solitary, still, and embedded.
Active Learning:

• “Scholarship as Conversation”: “critically evaluate contributions made by

Mindful Research
others in participatory information environments.” (KP4)

Mindful Research:
Mindful practices ask students to
• Metaliteracy and critical self-reflection: “Metaliteracy demands behavioral, associate their thoughts and
affective, cognitive, and metacognitive engagement with the information feelings with each step of the
ecosystem.” (Introduction) Students rated the helpfulness of different assignments and exercises in developing
research process through their abilities to do critical reading, writing, and research. They rated mini-arguments,
consistent reflection. primary and secondary source exercises, one-on-one conferences, and revision
exercises the most helpful.
References: Objectives:
Johnson, Brittany, and I. Moriah McCracken. “Reading for Integration, Identifying
• incorporate reflection into your
Complementary Threshold Concepts: The ACRL Framework in Conversation with
Naming What We Know: Threshold Concepts of Writing Studies.” Communications own literate practice Future Directions
in Information Literacy 10, no. 2 (2016): 178-98. • measure and evaluate your growth
as a scholar of literary studies Although we taught this course back in 2017, we continue to
think about the significance of the transformed objectives and
Amy has since returned to school to pursue a Master’s in
Library Science. Her current work focuses on the affective
Association of College and Research Libraries. "Framework for Information Literacy Assignments:
assignments. realities of academic research and how the library can serve as
a supportive space and resource for more mindful approaches
for Higher Education," American Library Association, February 9, 2015. Hillary has continued to use some of the exercises formed in to research.
• Research Process Presentation the EN 3414 class (mapping the research process, primary
http://www.ala.org/acrl/standards/ilframework source exercise, etc.) as one-shot sessions with general We continue to develop and discuss pedagogical strategies
• Critical Lens Reflection information literacy objectives, and incorporated aspects of even though we have grown our practices in different
• Reflective Blog Posts critical, active, and mindful research in all library instruction directions.
To see our complete syllabus and course assignments, click here. session planning.