Teaching Philosophy
Information literacy has never been as important as it is today. Even as information becomes seemingly easier to access, it is being decontextualized in the open, democratic web. The simplicity of search engines belies the intricacies of the world of knowledge, and suggests that information does not require mediation. Students need the skills to navigate this complex system in order to be active citizens and productive individuals.
I believe information literacy is a life-long process. Information systems change and evolve, the realm of knowledge expands and shifts, and as an instructor my role is to guide learners in this process. I seek to assist students in whatever place they are along the continuum of this literacy, addressing their specific information needs while facilitating their growth as seekers and users of knowledge.
Education is a transformative experience. Education changes the learner’s relationship to herself, to her family, and to society. Information literacy is central to this development. Part of being an engaged member of society is being able to access information, to understand and evaluate it, to synthesize multiple perspectives, and to use it in a thoughtful and responsible manner.
I encourage students to make the process of learning relevant to their lives. Every student brings with her a unique set of cultural experiences and personal interests. As an educator I strive to engage both individual interests and the collective needs of the class. I encourage students to learn from each other, to value input from their colleagues, and always to be respectful of the experiences of others.
I seek to create a learning community, where every interaction is a chance for growth. Students learn when their interest is channeled into instruction. Information literacy can be woven into all aspects of instruction, allowing the student to develop a flexible and creative engagement with information.
The cognitive skills developed through information literacy are useful in a variety of contexts. I structure my lesson plans to include reflection on the content learned and the process of learning so that students become well-informed, active learners. The same cognitive processes students use in school will help them as workers, as family members, and as citizens.
Growth of information literacy becomes stalled when students are disengaged with the process of learning or are not aware of the resources available to them. Learning cannot take place in a coercive environment. I believe that learning expectations and goals should be developed through collaboration between instructors, students, administrators, and the community. When a student struggles within this context, the instructor and student should work together to redefine and reorient the learning process to be relevant and engaging for the student.
I believe information literacy is a life-long process. Information systems change and evolve, the realm of knowledge expands and shifts, and as an instructor my role is to guide learners in this process. I seek to assist students in whatever place they are along the continuum of this literacy, addressing their specific information needs while facilitating their growth as seekers and users of knowledge.
Education is a transformative experience. Education changes the learner’s relationship to herself, to her family, and to society. Information literacy is central to this development. Part of being an engaged member of society is being able to access information, to understand and evaluate it, to synthesize multiple perspectives, and to use it in a thoughtful and responsible manner.
I encourage students to make the process of learning relevant to their lives. Every student brings with her a unique set of cultural experiences and personal interests. As an educator I strive to engage both individual interests and the collective needs of the class. I encourage students to learn from each other, to value input from their colleagues, and always to be respectful of the experiences of others.
I seek to create a learning community, where every interaction is a chance for growth. Students learn when their interest is channeled into instruction. Information literacy can be woven into all aspects of instruction, allowing the student to develop a flexible and creative engagement with information.
The cognitive skills developed through information literacy are useful in a variety of contexts. I structure my lesson plans to include reflection on the content learned and the process of learning so that students become well-informed, active learners. The same cognitive processes students use in school will help them as workers, as family members, and as citizens.
Growth of information literacy becomes stalled when students are disengaged with the process of learning or are not aware of the resources available to them. Learning cannot take place in a coercive environment. I believe that learning expectations and goals should be developed through collaboration between instructors, students, administrators, and the community. When a student struggles within this context, the instructor and student should work together to redefine and reorient the learning process to be relevant and engaging for the student.
