ARCS Model = Attention, Relevance, Confidence, Satisfaction (developed by John Keller)
\n-they suggest that the ARCS model can be used for stimulating curiosity
\n-calls for a cohesive model for implementing curiosity-arousing strategies
\nMethods stuff - there are the tests separating out diversive from specific curiosity (developed by Berlyne - cited in Day 1968), but then developed a motivation test to replace it
\nMore Methods - there is the Maw and Maw test (1964) that focuses on teachers evaluating childrens' curiosity by asking 4 questions about how the students react to new situations and explore new things - so this test has been used frequently by educators (i'm guessing K12)
\nMalone (1981) uses sensory curiosity and cognitive curiosity instead of perceptual and epistemic curiosity (but this paper was written before study into interpersonal and risk taking curiosity were fleshed out)
\nMore Methods - IQ and curiosity are only correlated when using the Teacher Rating Test - so teachers who think their students are smart also think they are more curious
\nBack to ARCS - curiosity is the main theoretical basis for the Attention component (according to Keller 1979)
\nstopped at p. 8
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Should probably read Berlyne 1960, as he is considered to be the person who started the modern study of curiosity
\nShe includes 10 instructional design strategies for fostering curiosity:
\n1. Curiosity as a Hook - use a thought-provoking question or surprising statement
\n2. Conceptual Conflict
\n3. Atmosphere for Questions
\n4. Time - allow enough
\n5. Choices - allow for choice of topic
\n6. Curiosity-arousing Elements - these include incongruity, contradictions, novelty, surprise, complexity, uncertainty
\n7. Right Amount of Stimulation
\n8. Active Exploration
\n9. Rewards
\n10. Modeling
\nokay, so all of these are fine, our niche here might be both talking about curiosity explicitly and using groups, also no focus on different curiosity types
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p. 359 - \"problem posing is an ongoing process of interrogating the paradox of judgment, how we see, hear, or feel...\"
\np. 360 - interrogating their framework for success in postsecondary writing - and looking specifically at how metacognition is evaluated
\n\n
\n
As many of you know, in Freire’s Pedagogy of the Oppressed, problem-posing education moves through a process of listening to the community outside of the classroom, identifying problems or issues, and then dialoguing with student participants using codes, or cultural artifacts that embody language, such as media, newspapers, articles, TV shows, movies, plays, and so forth that represent many sides of the problem or issue (Shor 38), that reveal the problem as paradoxes. From these codes, participants again listen carefully to them in order to describe what they see, hear, and feel, offering their own experiences that relate to those codes, questioning the codes, and, of course, moving to articulate things to do as a response (Shor 39; Brown 40–41). This means that problem posing is an ongoing process of interrogating the paradox of judgment, how we see, hear, or feel, how we language the world into existence, how we are simultaneously right and wrong, and how that languaging makes and unmakes us simultaneously. As many of you know, in Freire’s Pedagogy of the Oppressed, problem-posing education moves through a process of listening to the community outside of the classroom, identifying problems or issues, and then dialoguing with student participants using codes, or cultural artifacts that embody language, such as media, newspapers, articles, TV shows, movies, plays, and so forth that represent many sides of the problem or issue (Shor 38), that reveal the problem as paradoxes. From these codes, participants again listen carefully to them in order to describe what they see, hear, and feel, offering their own experiences that relate to those codes, questioning the codes, and, of course, moving to articulate things to do as a response (Shor 39; Brown 40–41). This means that problem posing is an ongoing process of interrogating the paradox of judgment, how we see, hear, or feel, how we language the world into existence, how we are simultaneously right and wrong, and how that languaging makes and unmakes us simultaneously. As many of you know, in Freire’s Pedagogy of the Oppressed, problem-posing education moves through a process of listening to the community outside of the classroom, identifying problems or issues, and then dialoguing with student participants using codes, or cultural artifacts that embody language, such as media, newspapers, articles, TV shows, movies, plays, and so forth that represent many sides of the problem or issue (Shor 38), that reveal the problem as paradoxes. From these codes, participants again listen carefully to them in order to describe what they see, hear, and feel, offering their own experiences that relate to those codes, questioning the codes, and, of course, moving to articulate things to do as a response (Shor 39; Brown 40–41). This means that problem posing is an ongoing process of interrogating the paradox of judgment, how we see, hear, or feel, how we language the world into existence, how we are simultaneously right and wrong, and how that languaging makes and unmakes us simultaneously.
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\nProblems are at the root of information behaviors (information behaviors encapsulate information seeking behaviors).
\np. 840 - a \"problem\" is defined as a discrepancy between the typification applied to the life-world and a phenomenon that at first sight cannot be fitted into those typifications.
\np. 846 - uncertainty measurements - asked how certain are you:
\nthat you have recognized a real problem to investigate?
\nthat you have defined the problem appropriately?
\nthat the problem can be resolved?
\nthat an effective way of presenting the results can be found?
\nthat relevant information is available and can be found?
\n", "tags": [], "relations": {}, "dateAdded": "2019-10-16T11:24:55Z", "dateModified": "2019-10-16T11:55:35Z" } }, { "key": "HWCEFIBK", "version": 1033, "library": { "type": "group", "id": 171947, "name": "curiosity in college", "links": { "alternate": { "href": "https://www.zotero.org/groups/curiosity_in_college", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/171947/items/HWCEFIBK", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/curiosity_in_college/items/HWCEFIBK", "type": "text/html" }, "up": { "href": "https://api.zotero.org/groups/171947/items/A6L7Z2XA", "type": "application/json" } }, "meta": { "createdByUser": { "id": 2175, "username": "hannahgr", "name": "Hannah Gascho Rempel", "links": { "alternate": { "href": "https://www.zotero.org/hannahgr", "type": "text/html" } } }, "numChildren": 0 }, "data": { "key": "HWCEFIBK", "version": 1033, "parentItem": "A6L7Z2XA", "itemType": "note", "note": "
Discussing the actual act of reading and how to teach it - drawing on the discussions of teaching reading as a process of decoding symbols vs. understanding context.
\nThe learner audience is college students.
\np. 3 - focus on enjoyment of the reading experience before understanding the information in the text. \"Placing creative responses to texts at the center of reading instruction can help students develop the agency, persistence, and enjoyment they need to become attentive critical readers.\"
\np. 5 - they draw on a college writing text by Salvatori and Donahuse (2005) that recommends active reading strategies that engage cognition such as annotating, looking up words in a dictionary, as well as strategies that draw on affect like recognizing that reading can be difficult, the need to slow down sometimes and to read in multiple sittings.
\np. 5-6 - Carillo (2015) \"mindful reading pedagogy\" - using metacognitive reflection - knowing that different reading situations require different reading strategies
\np. 10 - one strategy they use during reading is making a map of the text, and then create a user's guide to the text. They literally are asked to imagine the text as a place.
\nFollow up readings: Del Principe and Ihara; Smith 2012;
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\n\n
p. 552
\n\"At the root of the problem of information-seeking behavior is the concept of the information need, which has proved intractable for the reason advanced by Wilson in 1981; that is, need is a subjective experience that occurs only in the mind of the person in need and, consequently, is not directly accessible to an observer.\"
\n\n
553
\n\"...various types of need have been defined through deduction and report...\"
\n\"...Morgan and King (1971) propose that needs emerge from 3 kinds of motives:\"
\nWilson (1981) says they're cognitive, affective or physiological
\nBelief-value matrix (Burnkrant 1976) -- how much you think something will be useful based on past experience
\nGratification theory
\n(Fiske 1990) -- \"an audience has complex needs that it seeks to gratify through the use of various media\"
\n(Rubin 1986) -- \"people are active seekers of information to gratify their needs.\"
\nMcQuail (1972) -- 4 main categories of gratification:
\nCURIOSITY IS POSITED AS THE COGNITIVE ANALOGUE TO THIS -- A NEED FOR cognition -- \"The need to find order and meaning in the environment, which is also expressed as the need to know, curiosity, the desire to be informed.\"
\n(Cacioppo 1984) -- A need for cognition scale
\nTYPES OF INFORMATION NEEDS
\n(Weigts et al. 1993) --> categories of needs:
\nWilson adds 2 more:
\n\n
NOW SHIFTS TO A DISCUSSION OF THE \"CAUSES OF INFO SEEKING BEHAVIOR\" WHICH IS SOMETHING DIFFERENT THAN UNDERSTANDING THE INFO NEED
\nStarts of with a discussion of \"stress and coping behavior, which seems to be pulling from the psychology literature on reduction of uncertainty.
\nKrohne's two dimensional model \"suggests that various states will exist as a result of intolerance of uncertainty and intolerance of arousal...\"
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Few models of info behavior in general:
\nWilson 1981
\nMany more of info seeking:
\nDervin 1983
\nEllis 1989
\nKuhlthau 1991
\nWilson 1997
\n\n
Most look at a single search, when most people actually do several searches. Need a model that encapsulates that:
\n\"I propose that the basis of such a model will be a problem and that a problem situation is defined as a state of uncertainty.\"
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this chapter starts on p. 228 - 244
\nIn this chapter they are addressing the questions in a review format of the definition of curiosity, coverage of the information-gap theory, empirical research on determinants of curiosity - specifically focusing on educational settings. And then they talk about how instructors can foster curiosity.
\np. 229 - there is not consistency in how curiosity is measured
\nLoewenstein is a strong proponent of the idea that you have to have at least some information before you can be truly curious about something
\np. 230 - state curiosity - being curious in a particular situation or context - this is a temporary kind of curiousity
\ntrait curiosity - the individual personality behind being curious
\nSo in our classroom contexts, we are trying to create a condition so that they can be curious in that state, but we are doing it in part by building on their natural traits.
\np. 230 - gives a good listing of trait curiosity scales - and these are what we used in creating our scale
\np. 230 - trait curiosity scales are \"limited in their ability to inform educational practices.\" So what they are working on is state curiosity because it can \"suggest practical methods to stimulate curiosity\"
\np. 230 - they define curiosity as \"a desire for specific information in the absence of extrinsic reward\" - so they purposefully narrow the definition and exclude unfocused exploration - I think I would disagree with this for our context
\np. 231 - \"curiosity was triggered by ...a violation of expectations\"
\n\"curiosity results from the desire to close an information gap\"
\np. 232 - 3 factors of curiosity: importance, salience, surprise
\np. 232 - salience - the degree to which the individual's environment highlights a particular information gap. \"salience will tend to be high when a question is asked explicitly, and it will be even higher if there is another identifiable and proximate individual who knows the answer.\"
\np. 233 - \"children's curiosity is enhanced in environments that boots their self-confidence, self-esteem, and agency.\"
\np. 234 - talks about how curiosity is highly valued by educators and shows up in their position statements and goals. Is this true for librarianship? Does curiosity show up in the IL Standards or Threshold Concepts?
\nLook up the 1978 Peters reference. - intimidating college teachers squelch native curiosity
\nSo Educator Tip #1 is - create a safe environment for asking questions
\nEducator Tip #2 - make sure the info covered is considered important by the students
\nEducator Tip #3 - make the info salient - explicitly uncover and point out some of the information gaps and questions - find a variety of ways to both pose questions and have students come up with their own questions
\nEducator Tip #4 - use the element of surprise to encourage curiosity (showing how commonly held beliefs are wrong, where inaccuracies lie, ask students to make predictions, etc.)
\ntheir conclusion emphasizes how understudied curiosity in education is
\np. 241-242 - good summary of the research-based education and curiosity takeaways
\n\n
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Summary notes
\np. 1076
\nThere is growing research on how individual differences related to info behavior -- but as is the case with almost every angle on this, most of it is about the info seeking part (some examples: Heinström 2005; Ford, Miller & Moss, 2001)
\n\"this study will explore the role of personality and approaches to studying on students' learning-related information behavior in inquiry projects, spanning their inquiry from task construction to task completion.\"
\nTHEORY --
\nPersonality traits that influence academic achievement:
\n(O'Connor & Paunonen 2007; Poropat 2009; other stuff by Heinström)
\nApproaches to studying
\nPersonality traits span many contexts. It's also important to see how they think about learning and assigned tasks -- do they value completion, achievement, learning, etc.
\n(Ford 2004)
\n\n
p. 1078
\nMETHOD --
\nn=219
\nhigh school students
\n3 questionnaires:
\n1. 10 item version of the five-factor model (Lönnqvist et al 2008)
\nPersonality -- \"the theoretical basis for the study of personality is the five-factor model, currently the most agreed-upon model of personality)\" We're going to be using: openness; conscientiousness and negative emotionality. (Revelle, et al, 2011; McCrae et al 2008)
\n2. 42-item Likert scale questionnaire about learning related information behavior.
\nInquiry based learning -- using Kuhlthau's ISP reduced into three overlapping stages, as has been done in a bunch of Scandinavian studies: Tanni and Sormunen 2008; Vakkari and Hakala 2000)
\n3. OPPI test (Parpala 2010) a version of the ASSIST Test in Finnish
\nApproaches to studying -- \"Entwistle's model will frame the study of approaches to studying.\" (Entwistle 2001): deep approach; surface approach; strategic approach.
\np. 1089
\nDISCUSSION
\nIntellectually curious students:
\nConscientious students:
\nStudents with negative emotionality
\nDeep learners:
\np. 1091
\nStrategic learners
\nInterestingly, this section includes this phrase \"Taken together, this paints a picture of a somewhat idealistic behaviour in inquiry tasks. Presumably this behaviour is a reflection of the strategic students' will to achieve by abiding by task requirements.\" --> this is referring to things like notetaking and reading before writing. But still not sure as a whole it's my ideal
\nSurface learners
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p. 362 - \"since people have a limited capacity for assimilating new information, they purposefully construct meaning by selectively attending to that which connects with what they already know.\" - this feels somewhat counter to our desire to increase or stimulate curiosity, or is maybe some of what we have to push against
\np. 366 - Initiation - tasks are to recognize the need for information, contemplating the problem and task, relating the problem to prior experience and knowledge; actions - discussing possible topics and approaches
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\nboth of these balance information-seeking desires, but the motivation is different.
\nCFI comes from a happier place (and trait orientation) than does CFD.
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\np. 512 - motivated reasoning = a frequently unnoticed tendency to avoid or dismiss new information that challenges existing beliefs and to readily accept new information that appears to conform with prior beliefs.
\n-he argues that IL already has the capability to lead to an informed citizen approach, but as currently taught isn't as transferable to non-academic contexts as it should be
\n-for Colorado - have them use a critical information literacy approach to examine whose voices are heard/not heard in their communities (academic, disciplinary, etc.)?
\np. 514 quoting Brenda Dervin - \"she has identified a cultural narrative on the relationship between information and democracy that has achieved, in her terms, a \"near-mythic status.\" - this narrative relies on the idea of \"good information\" to foster a \"good democracy\" and that people will choose to seek out this \"good information - but Dervin notes that \"potential users of information will not always employ it in the rational manner assumed...\"
\np. 515 - \"significant potential for prior beliefs to interfere with how users search for and evaluate information\"
\np. 520 - Another study (Nyhan and Reifler showed that \"having subjects engage in a self-affirmation exercise significantly reduced their level of defenseive processing when faced with counter-attituinal information on policy issues. Clear charts also help sway attitudes/beliefs.
\nLook up what this self-affirmation exercise it - worth exploring how this opens you up to new info? - Identify an important value and write about how that value influences their conduct.
\np. 523 - librarians don't do this work directly - this happens based on extensive work with departmental faculty
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\n-we explore to reduce uncertainty
\n-exploration is self-rewarding
\n-curiosity makes one excited and interested
\np. 20 - \"so far, very little directly applicable information has been transmitted in this article...\":)
\n-individual differences in a class matter when you're trying to get students into the Zone of Curiosity because it's hard to get everyone into that same sweet spot area because of the different baggage they bring with them
\n-they tested teachers' perceptions of their students' curiosity, and then also administered a test of curiosity (developed by Day) and a test of anxiety; half of the teachers identified students as curious who were actually anxious and were looking for attention.
\n-children are generally curious, as we get older we tend to get more specifically curious (interested in narrower subjects)
\n-teachers need to learn the difference between curious question asking and anxious question asking
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summary note
\n\n
p. 574
\n\"...ability and effort are important determinants of academic achievement; however, their application is driven by a third, to date often overlooked factor: intellectual curiosity.\"
\np.575
\nWhile intelligence is certainly related to academic performance \"...recent research has shown that personality dispositions, notably traits assessing individuals' typical levels of persistence and hard work, account for substantial amounts of variance in academic performance.\"
\n(O'Connor & Paunonen 2007, Poropat 2009)
\nDifference between ability & personality -- \"Ability test scores indicate what an individual can do, whereas personality scales provide a measure of what a person is most likely to do.\"
\nSome research suggests that ability is more about predicting someone's BEST work while personality predicts their TYPICAL work.
\np. 576CONSCIENTIOUSNESS
\nOf the 5 factors, conscientiousness is clearly related to academic success in college.
\nIntelligence and conscientiousness = mostly independent.
\nINVESTMENT TRAITS
\nBasically - this is where you're willing to invest your mental energy
\n\"investment traits explain interindividual differences in the pursuit of learning opportunities such as visiting museums or galleries, solving riddles and puzzles, reading the newspapers.\"
\nThese examples evoke the curiosity types?
\ncuriosity
\ninvokes Berlyne's distinction between \"the desire to know\" (epistemic) and \"the desire to experience or feel\" (perceptual)
\n\"Epistemic curiosity [in Litman's work] is conceptually very similar to other intellectual investment traits\"
\np. 577
\nintellectual curiosity = a collection of \"investment trait constructs that describe tendencies to seek out, engage in, enjoy and pursue opportunities for effortful cognitive activity.\"
\nAll evidence points to the conclusion that intellectual curiosity and intellectual investment are really the same thing and can be used interchangably.
\nCuriosity is definitely associated with academic success. It is also associated with intelligence, though less so.
\nopenness to experience
\n2 dimensions to openness -- one is epistemic (openness to ideas) and the other perceptual (open to experience)
\npp. 579
\nMETHOD -
\nMeta-analysis
\nStatistical modelling
\npp. 579-81
\nRESULTS
\nOpenness negatively affected academic performance
\nTypical Intellectual Engagement was a strong positive predictor of performance.
\nAuthors think that this may be because of the theory behind these traits.
\nThis data doesn't suggest that personality overcomes intelligence, but better works as a path model - saying all of these things are interrelated predictors of performance.
\np. 582
\n\"The association of intellectual curiosity with academic performance, has two important practical implications for higher education. For one, academic performance may be further enhanced if students' intellectual curiosity is continuously stimulated and nurtured.\"
\n\"For the other, selection methods for university admissions and professional recruitment should pay greater attention to intellectual curiosity as important indicator of potential and ability.\"
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