Recognizing the Influence of Disciplinarity on Student Inquiry

• Hérubel, Jean-Pierre V. M. ^[1] ; Clarence Maybee ^[1]
  1. [1] Purdue University

     Purdue University

     Township of Wabash, Estados Unidos

     
• Localización: Information Literacy in the Workplace / Serap Kurbanoğlu (ed. lit.), Joumana Boustany (ed. lit.), Sonja Špiranec (ed. lit.), Esther S. Grassian (ed. lit.), Diane Mizrachi (ed. lit.), Loriene Roy (ed. lit.), 2018, ISBN 978-3-319-74333-2, págs. 645-653
• Idioma: inglés
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• Resumen

  • Upper-level undergraduate students need to recognize the role that disciplinary cultures play in the creation and dissemination of scholarship. This will empower students to navigate scholarly literature with a deeper understanding of how disciplinarity shapes their inquiry. When asking students to engage with scholarship, teachers often direct them to specific journals, without making the selection process explicit. Information literacy may be situated within disciplinary or communal contexts, often highlighting the need for recognizing authority. However, these descriptions may fall short of explaining the nuanced forces shaping such authority, and how disciplines, sub-disciplines, or multi-disciplines package information. Using Hérubel’s definitional model describing characteristics of disciplinary cultures, this paper offers a lens for working with undergraduate students to enable them to understand how it shapes the information they encounter and its potential influence on their own scholarly efforts.