This document discusses how metaphors can be used to teach information literacy concepts. It provides examples of common metaphors used in language and how those metaphors influence how we think. The document encourages teachers to use metaphors when instructing students to help connect, illuminate, build, and stick important concepts. Examples of student metaphors for research concepts are given. The document concludes by recommending that teachers have students explore metaphors for information literacy concepts through discussion.

1. The metaphors we teach by
Jen Hasse
Information Literacy Librarian
Cabrini University

2. Steeped in metaphor
▪ "Our ordinary conceptual system, in terms of which we both
"Our ordinary conceptual system, in
terms of which we bothTHINK and
ACT, is fundamentally metaphorical
in nature.”
- George Lakoff,The Metaphors We Live By

3. Metaphor in Language
Argument isWAR
▪ Defend or attack
▪ Win or Lose
▪ Concede a point
▪ Give up ground

4. Teach in metaphor
▪Connect
▪Illuminate
▪Build
▪Stick

5. Connect
A metaphor is a
BRIDGE between
concepts, a means
by getting from one
place to another – a
CONNECTOR or a
LINK.

6. Illuminate
A metaphor is a LIGHT
that helps make a
complex idea or concept
easier to “SEE”

7. Build
A metaphor is
something BUILT or
SELF-CONSTRUCTED,
learning by “DOING”.

8. Stick
A metaphor is an
ADHESIVE that helps
information to STICK
in the brain or be
RETAINED

9. FRAMEWORK = METAPHOR
▪acknowledges complexity
▪encourages flexibility
▪allows for individuality

10. Complexity
“This Framework for
Information Literacy for
Higher Education
(Framework) grows out of a
belief that information
literacy as an educational
reform movement will
realize its potential only
through a richer, more
complex set of core ideas.”
1. Authority is Constructed and
Contextual
2. Information Creation as a
Process
3. Information has value
4. Research as Inquiry
5. Scholarship as Conversation
6. Searching as Strategic
Exploration
http://www.ala.org/acrl/standards/ilframework

11. FLEXIBILITY
“….the rapidly changing higher education
environment, along with the dynamic and
often uncertain information ecosystem in
which all of us work and live, require new
attention to be focused on foundational
ideas about that ecosystem.”
http://www.ala.org/acrl/standards/ilframework

12. INDIVIDUALITY
▪“….each library and its partners
on campus will need to deploy
these frames to best fit their own
situation, including designing
learning outcomes.”
http://www.ala.org/acrl/standards/ilframework

13. PITFALLS
▪Confusing
▪Not relatable
▪Boring

14. SAMPLING NOT STEALING
Using sources…
▪ Authentically
▪ Respectfully
▪ Purposefully

15. Soul-Mate Resources
Finding sources…
▪Intentionally
▪Selectively
▪Analytically

16. True Story
Paraphrasing sources…
▪Honestly
▪Fully
▪With
Understanding
What’s going on in this picture?

17. Student Metaphors
▪ 1. paraphrasing = making your grandmother’s recipe
▪ 2. research process = party planning
▪ 3. searching for sources = sampling at Costco’s
▪ 4. writing an A paper = winning a championship
▪ 5. stressing over a presentation = going into surgery

18. Exploring Metaphor
Step 1: “chalk talk” metaphors for
information literacy concepts
Step 2: Discuss
Step 3: Share

19. References
Kanthan, R., Mills, S. (2012) Using Metaphors, Analogies and Similes as
Aids inTeaching Pathology to Medical Students. Medical Science
Educator, 16(1). Retrieved from http://www.iamse.org/mse-
article/using-metaphors-analogies-and-similes-as-aids-in-
teaching-pathology-to-medical-students/
Lakoff, P., & Johnson, G. (1980). MetaphorsWe Live By. Chicago, IL:
Univ. of Chicago Press.