THE THREE CS OF INFORMATION LITERACY:

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THE THREE CS OF INFORMATION LITERACY

• Creativity, Curiosity, and Capacity in a
  Collaborative, Problem-Based E-Learning
  Environment

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RANDY BURKE HENSLEY

• University of Hawaii at Manoa Libraries
• Hamilton Library, 2550 McCarthy Mall, University
  of Hawaii at Manoa, Honolulu, HI. 96822 USA
• 808.956.7205
• rhensley_at_hawaii.edu

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SOME RULES.(?)

• IM GOING TO SAY STUFF
• YOU ARE GOING TO DO STUFF
• SOME TIME FOR QUESTIONS
• IM STAYING AT THE CONFERENCE

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WHAT WE HEAR LEARNING SHOULD BE..

• Transformation
• World of discovery
• Active
• Problem-based
• Inquiry
• Exploration
• Lifelong learning
• Love of learning

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WHAT STUDENTS SAY LEARNING IS

• Boring
• Content-driven
• Sequential
• Linear
• Taxonomic
• Hierarchical
• Out of Date

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CAPACITY

• Technological
• Learning
• Ill Make a Relationship

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LEARNING CAPACITY

• Information Literacy
• Curiosity
• Creativity

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INFORMATION LITERACY STANDARDS

• DETERMINE WHAT INFORMATION IS NEEDED
• ACCESS THE NEEDED INFORMATION EFFECTIVELY AND
  EFFICIENTLY
• EVALUATE INFORMATION AND ITS SOURCES CRITICALLY

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IL STANDARDS

• INCORPORATE SELECTED INFORMATION INTO ONES
  KNOWLEDGE BASE
• USE INFORMATION EFFECTIVELY TO ACCOMPLISH A
  SPECIFIC PURPOSE
• UNDERSTAND THE ECONOMIC, LEGAL, AND SOCIAL ISSUES
  SURROUNDING THE USE OF INFORMATION AND ACCESS AND
  USE INFORMATION ETHICALLY AND LEGALLY

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CURIOSITY attributes of curious people from
Evans and Harrar

• NUDGE CONVERSATION WITH NEW IDEAS
• TAKE PLEASURE IN LEARNING ABOUT OTHER PEOPLE AND
  SHOW IT
• FOCUS ON THE PERSON THEY ARE WITH
• USE JOKES AND HUMOR TO LIVEN THINGS UP
• ACCENTUATE THE POSITIVE ABOUT WHAT THEY LIKE
  ABOUT THEIR CONVERSATIONAL PARTNER OR THE
  CONVERSATION ITSELF

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WHAT KILLS CURIOSITY from Bruce Perry

• FEAR OF RISK OR NOVELTY EMANATING FROM PERSONAL
  FACTORS
• DISAPPROVAL
• ABSENCE OF ENCOURAGEMENT FOR EXPLORATION

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RANDYS DEFINITION OF CURIOSITY

• Curiosity is a response to an environment of
  exploration that is expressed through actions and
  attitudes manifesting themselves in wanting to
  know why?

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SO OUR TEACHING BEGINS TO LOOK LIKE..

• WHY NOT HOW

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THERE ARE DIFFERENT LEVELS OF WHY

• WHY DOES GAS COST 6 A GALLON?
• WHY IS THERE AIR?
• WHY DID YOU DO THAT?

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THE GOAL OF EDUCATION.

• CREATIVE WHYS

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HOW DO I GET TO THE GOAL, RANDY?

• ENCOURAGING CREATIVITY IN LEARNING

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DEFINITION OF CREATIVITY.

• THE OWNERSHIP OF THE WEAKNESSES, PROBLEMS, AND
  INCONSISTENCIES INDIVIDUALS ENCOUNTER
• David O. Seal

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CREATIVITY IS

• OH BOY! A PROBLEM!!!!

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DAVID O. SEAL

• If we are to celebrate creativity, then, with
  psychologists like Gardner and Hillman and
  business observers like Peters, let us understand
  what energy we are releasing. It is not pretty
  it is not tame. It criticizes systems it plays
  it confronts its own pathologies it jabs at
  authority. It probably is not the good boy or
  girl in front of the class it is the one in the
  back, near the window, giving us heartburn with
  his attitude. In your office, he talks about
  transferring.

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CREATING CREATIVITY?

• ALLOWING STUDENTS TO EXPERIENCE THE PROBLEMATIC
  NATURE OF THINGS
• BETTER YET CREATE PROBLEMS

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AVOID

• THE PERFECT MODEL
• THE RIGHT ANSWER
• THE PROVEN METHOD
• UNLESS

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WHY IT IS THE BEST, ETC.

• EXPLORATION
• TESTING

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CURIOSITY AND CREATIVITY

• CHARACTERISTICS NOT
• SKILLS
• ENHANCED THROUGH EXPERIENCES

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RANDYS PREMISE

• Individuals create new knowledge from a personal
  process of making meaning

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THEREFORE..

• CURIOSITY AND CREATIVITY ARE HIGHLY PERSONAL
• Our ways of being curious and creative are
  individualized

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BUT WHERE DOES COLLABORATION COME INTO PLAY?

• PARKER PALMER identity is the intersection of
  the inner and outer forces that make us human,
  and integrity is the process of discernment of
  what is integral to selfhood, what fits and what
  does not.

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COLLABORATION THE OUTER FORCES!

• CURIOSITY AND CREATIVITY ARE THE GASOLINE OF THE
  PROCESS OF DISCERNMENT WHICH FORMS SELFHOODWHAT
  FITS AND WHAT DOESNT

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SO WHAT DOES LEARNING START TO LOOK LIKE?

• LEARNING SITUATION IS INQUIRY
• PROCESS INFUSED WITH SITUATIONS REQUIRING
  CURIOSITY AND CREATIVITY
• WHYS EXPLORATION OVER HOWS INSTRUCTION
• PROCESS OVER CONTENT
• INDIVIDUATION

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WHAT DOES THIS MEAN FOR E-LEARNING?

• WE SCORE!

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CAPACITY IS ABOUT THE ABILITY TO INDIVIDUATE

• COLLABORATION TO FORGE THE INDIVIDUAL
• PROBLEM-BASED TO ENCOURAGE INQUIRY
• INQUIRY TO ENHANCE INDIVIDUAL CURIOSITY AND
  CREATIVITY
• C C TO ENABLE IN A RAPIDLY CHANGING ENVIRONMENT

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WHAT DOES IT LOOK LIKE?

• CONSTRUCTING PERSONAL UNDERSTANDINGS
• EXPLORING INCOMPATIBILITIES, INCONSISTENCIES, AND
  AMBIGUITIES
• QUESTION-BASED

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ACTIVE LEARNING

• EXPERIENCE personal knowing and not knowing
• PRACTICE personal confirmation
• APPLICATION will it work here? For me?

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INFORMATION LITERACY

• USING THE RECORD OF KNOWLEDGE AND THE DATA THAT
  PRODUCED THAT KNOWLEDGE
• ITS THE BEDROCK OF YOUR TEACHING AND LEARNING

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LEARNING

• NOT HOW DO I GET THEM TO DO THIS THE SAME, BUT
  HOW DO I GET THEM TO DO THIS DIFFERENTLY?

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In summary..

• NOW THATS CAPACITY!

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MY ARTICLE

• Curiosity and Creativity as Attributes of
  Information Literacy. Reference User Services
  Quarterly. Fall 2004. Vol. 44 No. 1. Pgs. 31-36

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Thank you

• Aloha!