Many Paths

Linds Roberts

doi:10.29173/cais1197

Abstract

Curiosity is seen as an integral part of information-seeking, including the power to transform, innovate, and synthesize, as well as the power to disrupt. While there is consensus that curiosity is vital to learning, innovation, and transformative change, scientists have yet to agree on definitions or categories of curiosity, and little is known about how best to engage learners’ curiosity in academic libraries. This paper presents interview findings with 41 transfer students. Students reflected on their experiences with libraries and on moments when they felt intensely curious or passionate about learning. Findings indicate that students’ curiosity ignites through ideas, hands-on learning, interpersonal, and lived experiences. Implications follow for library workers to consider how curiosity is framed within their institutions and intentionally cultivate learners’ curiosity.

Highlights

We need disruptive, out-of-the-box curiosity more than ever to tackle the “wicked problems” of our age (Rittel and Webber 1973), and to question and reimagine the status quo
This paper presents interview findings with 41 transfer students
Implications follow for library workers to consider how curiosity is framed within their institutions and intentionally cultivate learners’ curiosity

Summary

Introduction

Out-of-the-box curiosity more than ever to tackle the “wicked problems” of our age (Rittel and Webber 1973), and to question and reimagine the status quo. Findings indicate that students’ curiosity ignites through ideas, hands-on learning, interpersonal, and lived experiences. 2. Curious Tensions in the Literature Curiosity is seen as an integral part of information-seeking, with qualities both lauded and derided, including the power to transform, innovate, and synthesize, as well as the power to disrupt (Bassett 2020; Zurn and Shankar 2020).

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Conclusion