This funny photo was taken in front of one of my favorite museums, San Francisco Legion of Honor. I love that it captures me doing everything I love, both literally and metaphorically. So let's dive in...
About this Course
My name is Karrie Bullock, she/her/hers, and I am the instructor for LRNR 30 Information Concepts. I have been an instructor for over 4 years, and have worked in the California Community College system for 6 years as a Faculty Librarian. I received tenure March 2020, exactly one week before our lives all changed due to COVID 19. Much of my work has been in developing electronic resources for students, teaching research instruction classes in a one-shot format, working with our Incarcerated Program students for the men and women's facility in Chowchilla, and the miscellaneous issues that accompany running a large community college library.
I am so excited, nervous, happy, and anxious to teach LRNR 30. It has not been offered in over two years, and was re-written to include a broader scope of research, various discipline literacies including science and STEM, and to pull back some of the mystery in information. Critical analysis of any information system, whether it be publishing, the World Wide Web, social media, and libraries, reveals that human interpretation and bias exist at all levels. As critical thinkers, our roles as student or professional, we must use all our personal agencies to locate and develop information that is credible, possesses relevancy and purpose, and is properly attributed.
The goal of this course is to cultivate metaliterate learners. Reading is the key to college success--and it can be difficult! A metaliterate learner emcompasses these characteristics:
behavioral (what students should be able to do upon successful completion of learning activities—skills, competencies),
cognitive (what students should know upon successful completion of learning activities—comprehension, organization, application, evaluation),
affective (changes in learners’ emotions or attitudes through engagement with learning activities), and
metacognitive (what learners think about their own thinking—a reflective understanding of how and why they learn, what they do and do not know, their preconceptions, and how to continue to learn). (Hosier, et al., 2014).
These are life-long goals, and I will strive to make this content as relevant to any level of researcher--because we are all knowledge creators!
