It Is Equally Important To Rethink The Chronological Configuration Of The Research Process

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As important as it is for librarians to reconsider the value they place on efficiency, it is equally important to rethink the chronological configuration of the research process and to reimagine the nature of reading as an act of discovery and creation.

Early engagement of students in the research process and regarding students as creators of knowledge from the moment that they begin research are two characteristics of a reconceptualized IL especially appropriate for community college libraries.

Creation is conventionally conceived as happening only during the third act, the "using" act of a three-act information literacy drama, which involves a first act of "finding" and a second act of "evaluating." De Certeau [26] complicates this magnificently!

De Certeau asserts that even in the act of reading, the middle act of evaluation, students are foreshadowing the third act of using, producing "gardens that miniaturize and collate a ...
... world" [26, p. 173].

Not when quoting, not when paraphrasing, not when synthesizing during the writing phase, but in the very act of reading, according to de Certeau, Jewelry Store the reader hearkens back to the first "finding" act, like "Robinson Crusoe discovering an island" [26, p. 173] and simultaneously prefigures the third "using" act by producing gardens, "constitutfing] a secret scene".

De Certeau's potent vision of the reader is especially useful for community college librarians, who work with students having, in many cases, limited facility in reading. To pretend that de Certeau's reenvisioning of the nature of reading could somehow erase the fact that a significant number of community college students lack basic reading skills is fruitless.

However, de Certeau offers librarians an alternative image of reading a vantage that emphasizes readers' capacities rather than their shortcomings. Information literacy founded on de Certeau's conceptualization of reading and on Nancy's sense of urgency "immediately, without delay" would attempt to engage community college students as early as possible in meaning making.

A community college library in which all phases of research were regarded as creative acts could contribute to equity.

When distributed throughout the research process, the act of creating might lead students to see their roles as creators, librarians interpreting their jobs as mentors of creators, and IL pedagogy that would be more like a glass-blowing class, combining technique, aesthetics, risk, demonstration, and practice, and less like a workshop on Microsoft Excel.

These effects would tend to increase academic and social integration, important components of college success for all students [29] but Cartier Jewelry of crucial importance to students in community colleges because of the central role such integration plays in learning, persistence, and, ultimately, in their transfer to four-year institutions.

Many community college students drop out early in the semester before they have established a sense of belonging to the college. Hull and Rose argue that "the real stuff of belonging to an academic community is dynamic involvement in generating and questioning knowledge" [28, p. 297].

Community college librarians who base their IL theory on Nancy's urgency to create early in the students' experience and on de Certeau's view of reading itself as an act of creation might contribute to improving students' retention rates by structuring their pedagogy in ways that bind students to the college early in the term.