Shockingly, although I had taken part in discussions of interdisciplinarity before, I had not really considered my own disciplinary affiliation in those discussions. At least, I had hitherto failed to contend with the fundamental question Do I even have a discipline? Watching Matt Cheney’s ID video a couple times woke me from my dogmatic slumber.
In libraries, information is the coin of the realm, but it is rarely minted in the realm.
Of course, a body of scholarship exists describing the information-seeking behaviors that go on in libraries, but librarians most often deal in others’ intellectual domains: education, economics, kinesiology, the life sciences, eg.
Library science, or information science, is at once everything and nothing. Put that way, it sounds like I am coveting a mystique–the pretentious pedant that I am (a job requirement for all librarians).
Contemplating Matt’s framework–content (what), method (how), and epistemology (why)–I began to notice something. The same fascination that attracted me to librarianship also drew me to TWP.
The tenets of critical thinking, problem solving, and information fluency drive at those epistemological questions: What counts as evidence? How do we value that evidence?
This metaphysical curiosity is why I am excited to engage with students in their educational journeys: to interrogate facts and probe our assumptions.
As Matt quotes Cathy Davidson, you reward faculty and their students “for constantly rethinking options.”
Not only is this constant rethinking integral to indisciplinarity, but I daresay it’s essential to each one of the four Habits of Mind.