Research as Research as ConversationConversation

Paula McMillen & Eric HillPaula McMillen & Eric HillOregon State UniversityOregon State University

WILU: A Kaleidoscope of PossibilitiesWILU: A Kaleidoscope of Possibilities

Guelph, Ontario, CAGuelph, Ontario, CA

May 19, 2005May 19, 2005

About Research…About Research…

We could probably define “research” We could probably define “research” generally as the seeking out of information generally as the seeking out of information new to the seeker, for a purpose, and we new to the seeker, for a purpose, and we would probably agree that the researcher would probably agree that the researcher usually has to interpret, evaluate, and usually has to interpret, evaluate, and organize that information before it acquires organize that information before it acquires value. value. (Larson, 1982, p.812)(Larson, 1982, p.812)

Overview Overview

Research –An Activity & Research –An Activity & ConversationConversation

Assessment ConversationAssessment Conversation Rationale for the Conversational Rationale for the Conversational

ModelModel Bringing the Conversation into the Bringing the Conversation into the

ClassroomClassroom

Research Activity: Step 1Research Activity: Step 1

Find 1 item in your ‘research’ packet that Find 1 item in your ‘research’ packet that you would feel most comfortable you would feel most comfortable explaining to someone elseexplaining to someone else

Make a couple of notes about what you Make a couple of notes about what you would saywould say

This will be your ‘talkable’ itemThis will be your ‘talkable’ item

Research Activity: Step 2Research Activity: Step 2

Find 1 item in your ‘research’ packet that Find 1 item in your ‘research’ packet that you are least familiar withyou are least familiar with

How would you talk to someone about this How would you talk to someone about this item?item?

Make a couple of notes about this itemMake a couple of notes about this item This will be your ‘unfamiliar’ itemThis will be your ‘unfamiliar’ item

Research Activity: Step 3Research Activity: Step 3

On your card, record (in words or images) On your card, record (in words or images) your process for selecting your 2 itemsyour process for selecting your 2 items

Research Activity: Step 4Research Activity: Step 4

Find someone with a packet different than your Find someone with a packet different than your ownown (If you have an ‘A’, find a person with ‘B’ and vice (If you have an ‘A’, find a person with ‘B’ and vice

versa)versa)

1. show or explain your 1. show or explain your processprocess of selecting your 2 of selecting your 2 items (your ‘talkable’ & ‘unfamiliar’ items)items (your ‘talkable’ & ‘unfamiliar’ items)

2. Share the ‘unfamiliar’ item in your packet with your 2. Share the ‘unfamiliar’ item in your packet with your partner. Can make more sense of your ‘unfamiliar’ partner. Can make more sense of your ‘unfamiliar’ item through this conversation?item through this conversation?

Research Activity: Step 5Research Activity: Step 5

Your pair should join another pair (you are Your pair should join another pair (you are now a small group of 4… 2 A’s & 2 B’s) now a small group of 4… 2 A’s & 2 B’s) and repeat these 2 steps. and repeat these 2 steps.

1. talk about the 1. talk about the processprocess of selecting your 2 of selecting your 2 items (your ‘talkable’ & ‘unfamiliar’ items)items (your ‘talkable’ & ‘unfamiliar’ items)

2. Share the ‘unfamiliar’ item in your packet 2. Share the ‘unfamiliar’ item in your packet with your partners. Can make more sense of with your partners. Can make more sense of your ‘unfamiliar’ item through this your ‘unfamiliar’ item through this conversation?conversation?

Research Activity: Step 6Research Activity: Step 6

On the reverse side of the card, write On the reverse side of the card, write down your ideas about…down your ideas about… How might you use a similar exercise in your How might you use a similar exercise in your

own teaching?own teaching? What would you want your students to learn What would you want your students to learn

from this activity? from this activity?

RubricRubric

Developed collaboratively by composition Developed collaboratively by composition and library instruction programs at UNM and library instruction programs at UNM (Emmons & Martin, 2003)(Emmons & Martin, 2003)

Descriptive informationDescriptive information Categories, sub-categories, and 4 levels of Categories, sub-categories, and 4 levels of

performanceperformance

Mean Frequency: Types of Materials CitedMean Frequency: Types of Materials Cited

0

0.5

1

1.5

2

2.5

3

Mode scores for Relevance, Credibility & EngagementMode scores for Relevance, Credibility & Engagement

Inspiration for the Conversational Inspiration for the Conversational MetaphorMetaphor

Information Literacy (library science)Information Literacy (library science) Burkean Parlor (rhetoric and composition)Burkean Parlor (rhetoric and composition)

Information LiteracyInformation Literacy

Information literacy is a set of abilities Information literacy is a set of abilities requiring individuals to “recognize requiring individuals to “recognize when information is needed and have when information is needed and have the ability to locate, evaluate, and use the ability to locate, evaluate, and use effectively the needed information.” effectively the needed information.”

(ALA-ACRL [2000]. (ALA-ACRL [2000]. Information Literacy Competency Standards for Higher EducationInformation Literacy Competency Standards for Higher Education . . Chicago: The Association, p.2)Chicago: The Association, p.2)

The Burkean ParlorThe Burkean Parlor

Imagine that you enter a parlor. You come late. When you Imagine that you enter a parlor. You come late. When you arrive, others have long preceded you, and they are engaged in arrive, others have long preceded you, and they are engaged in a heated discussion, a discussion too heated for them to pause a heated discussion, a discussion too heated for them to pause and tell you exactly what it is about. In fact, the discussion had and tell you exactly what it is about. In fact, the discussion had already begun long before any of them got there, so that no one already begun long before any of them got there, so that no one present is qualified to retrace for you all the steps that had gone present is qualified to retrace for you all the steps that had gone before. You listen for a while, until you decide that you have before. You listen for a while, until you decide that you have caught the tenor of the argument; then you put in your oar. caught the tenor of the argument; then you put in your oar. Someone answers; you answer him; another comes to your Someone answers; you answer him; another comes to your defense; another aligns himself against you, to either the defense; another aligns himself against you, to either the embarrassment or gratification of your opponent, depending embarrassment or gratification of your opponent, depending upon the quality of your ally’s assistance. However, the upon the quality of your ally’s assistance. However, the discussion is interminable. The hour grows late, you must discussion is interminable. The hour grows late, you must depart. And you do depart, with the discussion still vigorously in depart. And you do depart, with the discussion still vigorously in progress.progress.

(Burke, K. [1941]. (Burke, K. [1941]. The philosophy of Literary Form; Studies in Symbolic ActionThe philosophy of Literary Form; Studies in Symbolic Action . Baton Rouge, . Baton Rouge, LA: Louisiana State University Press, p. 110-111)LA: Louisiana State University Press, p. 110-111)

Rationale for selecting the Rationale for selecting the conversational metaphorconversational metaphor

Conversation is a familiar activity/idea for Conversation is a familiar activity/idea for studentsstudents

Learning to do research is like learning a Learning to do research is like learning a 22ndnd language –another familiar idea language –another familiar idea

Conversation & research writing are both Conversation & research writing are both interactiveinteractive processes processes

Conversation & research writing are both Conversation & research writing are both situated in situated in contextcontext (time & place) (time & place)

Rationale for selecting the Rationale for selecting the conversational metaphorconversational metaphor

Conversation and research writing are Conversation and research writing are both both recursiverecursive processes processes

We We construct meaningconstruct meaning from from conversations just as we should with conversations just as we should with research writingresearch writing

Conversation is a metaphor that is easily Conversation is a metaphor that is easily shared across disciplinesshared across disciplines

Bringing the conversation into the Bringing the conversation into the classroomclassroom

Create a graduated approach to using Create a graduated approach to using outside resources – start small, use in outside resources – start small, use in multiple assignments multiple assignments

Specify expectations for engaging with Specify expectations for engaging with resources – share assessment criteriaresources – share assessment criteria

Reinforce conversational/rhetorical Reinforce conversational/rhetorical approach to research – provide a bridge approach to research – provide a bridge between the metaconversation and the between the metaconversation and the conversational metaphorconversational metaphor

SummarySummary

The metaphor of conversation can serve The metaphor of conversation can serve to:to: reveal the similarities between and integration reveal the similarities between and integration

of the writing and research processes of the writing and research processes invite and equip students to participate in invite and equip students to participate in

scholarly discoursescholarly discourse facilitate (meta)conversation across facilitate (meta)conversation across

disciplines disciplines

About conversation…About conversation…

Conversation was and is an essential Conversation was and is an essential activity of human beings and one that activity of human beings and one that informs, critically evaluates, and provides informs, critically evaluates, and provides energy and renewal for their life together…energy and renewal for their life together…Conversation can be of utmost Conversation can be of utmost seriousness…Conversation can be purely seriousness…Conversation can be purely playful…conversation, the most general and playful…conversation, the most general and inclusive activity of human connectedness. inclusive activity of human connectedness. (Bechtel, 1986, p.221)(Bechtel, 1986, p.221)

For additional information:For additional information:

http://osulibrary.oregonstate.edu/projects/http://osulibrary.oregonstate.edu/projects/WILU2005.pptWILU2005.ppt

Paula.McMillen@oregonstate.eduPaula.McMillen@oregonstate.edu Eric.Hill@oregonstate.eduEric.Hill@oregonstate.edu