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about how I might extend on the SAC activity in a one-credit information literacy class to include source discovery and evaluation
(make students find supporting and opposing information and construct annotated bibliographies) and hopefully inspire an
appreciation for the fact that controversial topics are not one-sided, even though we often feel strongly in favor of one side. All too
often in my experiences providing library instruction, faculty assign a research paper where students pick a topic (one that has
multiple perspectives), find sources, read the sources and then either write a paper or create an annotated bibliography. Many students
gravitate towards topics that they have a firm opinion on and are reluctant (and not required in most cases) to spend time seeking out
and evaluating perspectives and reasoning that runs counter to their own. As a result, they never have to wrestle with cognitive
conflict, something that many studies have concluded is essential in helping students overcome confirmation bias.
LIBRARY INSTRUCTION, CRITICAL THINKING, AND CONTROVERSY IN THE CLASSROOM
Library instruction has been seen by some as “an appropriate teaching strategy to encourage and reinforce the development
of critical thinking in the college curriculum” (Bodi, 1998, p. 150). Steven Herro in an article entitled “Bibliographic instruction and
critical thinking” writes that “when librarians function as instructors, they must help foster critical thinking and information literacy”
(2000, p. 554). Eugene Engeldinger focuses specifically on the annotated bibliography assignment as a vehicle for helping students
across the curriculum think critically.
With this in mind, I hoped to be able to show over the course of a four week period within a 15 week one-credit information
literacy course that SAC increases interest in a topic, motivates students to learn more about the topic, and results in an increased
mastery of information sources (mostly articles from popular and scholarly publications) when compared to a traditional annotated
bibliography assignment without SAC. I wondered how SAC, a form of cooperative learning might enrich an in-class annotated
bibliography assignment that I had done in the past where students conducted research independently and only shared perspectives
and sources with one another at the end via a short presentation.
Although it has a 40-year history in the literature and has been applied across the disciplines to help students deliberate
controversial discipline-specific issues in a productive way, very little had been written about if and how SAC inspires students to
search, evaluate, and integrate sources differently than traditional assignments like independently created research papers and
annotated bibliographies. Johnson, Johnson, and Smith (1997) in their book Academic Controversy: Enriching College Instruction
Through Intellectual Conflict briefly summarize a handful of studies that have been done on controversy and information seeking
behaviors. It is noted that individuals involved in a controversy, compared to persons involved in concurrence seeking, read more
relevant material and more frequently gather further information during their free time. They also more frequently request
information from others. Controversy, compared with both concurrence seeking and individualistic learning, promotes greater use
of relevant materials and more frequently giving up free time to gather further information. (Johnson & Johnson, 2009, pp. 32-33).
The word “controversy” is often associated with negative connotations and is considered by some teachers as an unwanted
element in the classroom. Within controversy and conflict (characteristics of a debate) there are elements of disagreement,
argumentation, and rebuttal that could result in individuals disliking each other and could create difficulties in establishing good
relationships. They seem, however, to have the opposite effect. Constructive controversy has been found to promote greater liking
among participants than did concurrence seeking, debate, or individualistic efforts (Johnson & Johnson, 2009, p. 47).” Smith,
Johnson, and Johnson (1981) share the results from a study that "support the hypothesis that active controversy within learning
groups promotes higher mastery and retention of the material being studied than either concurrence seeking within learning groups
or individualistic study” (p. 660).
SAC CLASSROOM INTRODUCTION, EXPERIMENT CONDITIONS, AND DATA GATHERING
In Spring 2018, I taught three sections of a one-credit Library Resources 102 for students in the University Honors Program.
The content mirrors our traditional Library Resources 101 with the academic exception that students must have earned a 26 or better
on the ACT to be eligible for the program. We spent one class period doing the SAC activity as I had experienced during the session
by professors Warren and Dehart. Each group debated one side of the issue of gun control and increased regulation from the
ProCon.org website before switching and advocating for the other side. The activity culminated with them coming back into groups
of four to discuss the evidence for both sides.
Another focus on the Quality Initiative was to create opportunities for students to practice argument mapping as a way to
acquire critical thinking skills and dispositions. Argument mapping is a way to visually show the logical structure of arguments. You
break up an argument (or in this case a statement in support of or in opposition of a controversial topic) into its constituent claims,
and use lines, boxes, colors, and location to indicate the relationships between the various parts. The resulting map allows us to see
exactly how each part of an argument is related to every other part. By infusing argument mapping into the SAC students had a
visual representation of multiple perspectives on a controversial issue and arguments for and against them. Even if a student does
not agree with a perspective on the map, they can’t simply dismiss it (See Appendix A). Also included is an activity sheet that gives