Jan Coe

May 1, 2007

I. "MY SYNTHESIS PRODUCT SHOWS THAT..."

A. I can convey who I want to influence/affect concerning what (Subject, Audience, Purpose).

Teaching faculty, librarians, and students formed the projected audience for my synthesis project, as it was originally conceived. Since finishing the formal writing of the paper/project, I feel that my narrative can probably be usefully read by most of these groups - including those with little knowledge of library jargon or concepts. My project did evolve somewhat in its written form and now I would also include current or potential CCT students as another likely audience. The narrative is about an approach to information literacy, critical thinking, and problem-based learning, but it took place within a very specific context - the Critical & Creative Thinking Program - which actually became another strand in the story. Besides its overt subject matter, it is also an example of what happens to an individual in the CCT Program -- illustrating the challenges, tangents, new directions, and deeper insights that you gain by examining your ideas from many different angles and even disciplines. Because this process was so multi-faceted and non-linear, I struggle with how to describe it concretely to others. Perhaps time and distance will give me the vocabulary that seems out of my reach at present!




B. I know what others have done before, either in the form of writing or action, that informs and connects with my project, and I know what others are doing now.

I feel that I have a good grasp on the literature from my own profession (information literacy) and a theoretical or conceptual grasp of the literatures in critical thinking and problem-based learning. What I do not have, and still seek, is the experiential or knowledge-in-practice familiarity that working and teaching with these approaches will supply. I used to read my professional journals somewhat perfunctorily but now I see them as opportunities to connect with other people who are actually doing things, trying things out, and combining action with research. Continuing in this practice will help ensure that my ideas do not stagnate or loose steam in the future.


C. I have teased out my vision, so as to expand my view of issues associated with the project, expose possible new directions, clarify direction/scope within the larger set of issues, and decide the most important direction.

The 'teasing-out' process certainly occurred over the length of my studies in CCT. In fact, some new directions still cry out for more exploration! With regard to the impetus for my original project formulation - the limitations of the 50 minute "one-shot" library orientation - even my thinking about that particular delivery mechanism changed over time, to where I now see a place for the one-shot among a menu of choices that attempt to teach about, and for, information literacy. I need to continue to work on how to help develop an information literacy program at my institution and to become a voice and contact person for its integration into the curriculum.


D. I have identified the premises and propositions that my project depends on, and can state counter-propositions. I have taken stock of the thinking and research I need to do to counter those counter-propositions or to revise my own propositions.

My project basically depends on the proposition that it is a good thing to be an information-literate and critical thinker. Counter-propositions, if there are any, would likely take the form of the most effective manner in which these skills/dispositions should be incorporated into undergraduate education. My personal stance is that integration is key, rather than sidelining these skills/dispositions as "add-ons" to the REAL subjects or disciplines: English, history, biology, psychology, child development, and so on. I observe in practice and also in the literature that libraries and librarians are often considered adjuncts to the educational enterprise rather than full partners with valuable expertise and a valuable set of skills. I need to work on tearing down these walls and actively forming partnerships with other teachers.



E. I have clear objectives with respect to product, both written and practice, and process, including personal development as a reflective practitioner. I have arranged my work in a sequence (with realistic deadlines) to realize these objectives.

I think I succeeded in arranging the work of producing my synthesis product in a timely manner. It helped that I was simultaneously writing curriculum for the online library research skills course that I am now teaching because it challenged me to justify every activity and reading with respect to the objectives of the course. One thing that I need further work on is setting aside time at the end of the semester to look again at my notes and to change those elements of the course that did not work as envisaged or could be illustrated/practiced better.


F. I have gained direct information, models, and experience not readily available from other sources.

It is certainly true that during the course of my CCT studies I gained experience in many non-classroom settings. In the areas of task and time management, it helped that I had the opportunity to be a graduate assistant (G.A.) in the program for a year. My interpersonal skills and ego received a healthy boost from these activities! In addition, my research skills and ability to conceptualize and address problems were called upon in my capacity as a research assistant (R.A.) -- all of which experience helped to form the person who actually wrote the final synthesis project. I also count as helpful models and sources of information the conferences and workshops in which I participated during the course of my studies. These would include the 4S (Society for the Social Studies of Science) conference in 2006 and the two New England Workshop(s) in Science and Social Change that I attended in 2006 and 2007.


G. I have clarified the overall progression or argument underlying my research and the written reports.

My synthesis project did evolve over time and while I documented these changes in my narrative, it remains the case that a hybrid option (personal narrative & curriculum unit) does not lend itself to a strictly linear progression. I need to make the progression of my CCT journey as well as my synthesis project more transparent to outsiders and be able to deliver the "short version" at a moment's notice!


H. My writing and other products Grab the attention of the readers/audience, Orient them, move them along in Steps, so they appreciate the Position I've led them to.

I believe that my written paper does fulfill these elements; however, the oral delivery usually leaves much to be desired! This is an ongoing area of difficulty and potential growth for me.


I. I have facilitated new avenues of classroom, workplace, and public participation.

It would be an achievement indeed to be able to claim some workplace innovation as a result of my CCT studies. While this has not yet occurred, I have been able to develop partnerships with other faculty members on my campus who share my interest in pedagogical improvements. The series of workshops I offered in Fall 2007 were definitely well-received by the students who attended them. Several opportunities for collaboration have presented themselves in the past year in particular: the invitation to form a learning community by pairing with a GIS instructor, and a new plan I am working on to update and modify our existing library courses.


J. To feed into my future learning and other work, I have taken stock of what has been working well and what needs changing.

I can speak to this goal on the personal as well as the professional level. On the personal level, what has been working well is my capacity to become engaged in areas of study not originally on my 'radar', such as science and technology studies (a.k.a. studies of science, technology and society), bioethics, and participatory democracy processes such as consensus conferences and citizens' juries. My professional life has also been re-charged thanks to my CCT studies. What needs to change on the professional level is my reluctance to engage my library colleagues in any projects because of my belief that the culture of our library will wear down any attempt at innovation. It is difficult to sustain energy and commitment to an enterprise in which you are in the minority! This does tie in to the personal level changes that need to take place. I may not be able to change the views or mindsets of my colleagues, but I can certainly change my views and my mindset over the obstacles that I perceive are preventing organizational change in my workplace.

II. DEVELOPING AS A REFLECTIVE PRACTITIONER, INCLUDING TAKING INITIATIVE IN AND THROUGH RELATIONSHIPS

1. I have integrated knowledge and perspectives from CCT and other courses into my own inquiry and engagement in social and/or educational change.

I have definitely integrated knowledge and perspectives from CCT courses in my efforts to institute change in the way we teach information literacy on my campus. Up to now, this has been a solo effort. The greatest challenge is building a constituency group that will work with me to design and implement change. Almost everyone is too busy with day-to-day tasks and responsibilities to "make time for" anything new, especially since 'new = more work' in most people's eyes. The fact that the message [about information literacy] isn't clear or concrete enough has also hampered efforts to get the ball rolling. These are all issues that can be overcome, however, and the motivation to become a change agent is still strong as I reluctantly prepare to leave the program!

2. I have also integrated into my own inquiry and engagement the processes, experiences, and struggles of previous courses.

Each CCT course presented its own challenges and opportunities. I count my experience of working in a group in PBL to be one of the most growth-inducing of my courses. Working with others productively is a life skill - we are not always matched with those who mirror our own approaches or values and yet ways must still be found to bring these disparate talents to bear on a common project. The tools from Collaboration & Organizational Change will always be available to me, as will other helpful techniques such as freewriting and journaling.


3. I have developed efficient ways to organize my time, research materials, computer access, bibliographies, etc.

With a large and diverse array of information sources to marshal and organize, I did develop ways to keep track of it all. My computer files are organized into folders for each class and then into sub-categories within them. I formed the habit early on of writing a citation the first time I read an article; I also used EndNote and RefWorks on a limited basis. Time management was a bit more difficult to maintain, although I sometimes surprised myself by the doggedness with which I would stick at a task until it was finished. My two banker's boxes are crammed with paperwork from my courses in CCT, representing many long hours of reading and studying.

4. I have experimented with new tools and experiences, even if not every one became part of my toolkit as a learner, teacher/facilitator of others, and reflective practitioner.

Some tools already mentioned -- freewriting and journaling -- as well as using diagrams or graphic organizers are now well-established parts of my toolkit. The interactive, group processes such as focused conversation, dialogue process, etc. are examples of methods and experiences that are underutilized at this point in time. I see clearly the need for more investment in this type of tool and future work and projects will almost certainly require them - so they will see their day!




5. I have paid attention to the emotional dimensions of undertaking my own project but have found ways to clear away distractions from other sources (present & past) and not get blocked, turning apparent obstacles into opportunities to move into unfamiliar or uncomfortable territory.

Becoming blocked is inevitable in a large scale project that attempts to document or relate the CCT experience (or aspects of it) to an outside audience. For me, the key was trying to find that particular perspective or insight around which to frame my project - some organizing principle. In terms of my written project, that principle was the 3-act drama motif; for the larger real-life project of implementing a problem-based learning approach to information literacy and critical thinking, my own personality characteristics keep me blocked somewhat. I am slowly learning how to overcome these "opportunities to move into uncomfortable territory" but it is a very incremental process.


6. I have developed peer and other horizontal relationships. I have sought support and advice from peers, and have given support and advice to them when asked for.

The CCT program is the first experience in my life that I could see myself promoting and identifying myself with - and have done already, as a matter of fact. A large part of that identification was made possible through the relationships I developed with CCT students and faculty. Peer review of major projects was always valuable, as was the chance to provide feedback to others.


7. I have taken the lead, not dragged my feet, in dialogue with my advisor and other readers. I didn't wait for the them to tell me how to solve an expository problem, what must be read and covered in a literature review, or what was meant by some comment I didn't understand. I didn't put off giving my writing to my advisor and other readers or avoid talking to them because I thought that they didn't see things the same way as I do.

Working on the synthesis project long-distance has had its downsides - but I think that I managed to still get the clarification I needed when I needed it. I am very appreciative of the accommodations that allowed me to hear and talk to students in my classes via conference calls and Skype - hopefully this will allow other students to join and progress through the program even though they can not be physically present for every class.


8. I have revised seriously, which involved responding to the comments of others. I came to see this not as bowing down to the views of others, but taking them in and working them into my own reflective inquiry until I could convey more powerfully to others what I'm about (which may have changed as a result of the reflective inquiry).

I am always willing to consider comments others make on my work - indeed, I welcome and sometimes even crave it! I have been able to solve a problem and/or adjust my thinking about an idea or concept more than once because of a comment or insight made by a fellow student or teacher. I still need to do a lot of work on 'conveying to others what I'm about' and each time I am required to do so, helps.


9. I have inquired and negotiated about formal standards, but gone on to develop and internalize my own criteria for doing work—criteria other than jumping through hoops set by the professor so I get a good grade.

The standards for a formal research paper and the standards (or lack of) for a personal narrative are two entirely different species - and reconciling these two different formats did cause me angst for a while. I believe that the compromise I effected made room for both: using the formal research introduction and literature review to "set the stage" for the components of information literacy, critical thinking, and problem-based learning; then switching to the narrative exposition/tribute to my CCT courses; and finally to my practical attempts to bring about a change in our information literacy instruction. Grades have never been an issue for me in CCT - the reward has always been the increase and broadening of my knowledge, and the depth of relationships I formed.


10. I have approached the CCT synthesis course and the CCT program as works-in-progress, which means that, instead of harboring criticisms to submit after the fact, I have found opportunities to affirm what is working well and to suggest directions for further development.

There is no question that my synthesis project is a work-in-progress. Although I have many directions now in which to take my intellectual interests, while I still work as a librarian I will be trying to find ways to complete an action research project; to become a better teacher; a more active and confident participant in groups; and a more effective agent for change.