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Facilitating for The Messy Mind
  • Marissa Mourer
Marissa Mourer
Eastern Washington University
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Abstract

Short Description
Through a partnership between english composition and library faculty, a composition course focused on the exploration of discourse communities and led to student engagement with the ACRL frames, authority is constructed and contextual and scholarship as conversation. The faculty aimed to incorporate components of contemplative pedagogy into the course through the use of highly-facilitated classroom discussions to tackle the messy mind. These facilitated activities tasked students explicitly with exploring types of authority and author credibility while implicitly guiding them through mindful speaking and listening behaviors.