A general l rule, fundamental principle, aphorism, or axiom governing the systematic or scientific treatment of a subject…
“canon, n.1″. OED Online. http://www.oed.com/view/Entry/27148?rskey=OpD2lb&result=3&isAdvanced=false
…a canon exists and is cherished for representing the solid core of work that centers activity in the field.
Anita Silvers, The Canon in Aesthetics. From “Canon,” In Encyclopedia of Aesthetics, Oxford Art Online. http://www.oxfordartonline.com/subscriber/article/opr/t234/e0100
It’s always trouble when you lead with definitions. In this case, I’ll make the argument with these definitions that much of what students experience in a classroom is canonical in nature. Not a canon in the contested, literary sense, but in any classroom, there are underlying structures of thought in the layout of a curriculum. That’s fine, otherwise the teaching of any class or session would be difficult at best. But one day, as I was killing time in the stacks, I saw a brightly colored stack of journals, and browsed my way to this quote:
Archival items are rarely or never communicated or interpreted….While the canon makes the past present and relevant, the archive preserves the past as past.
When the canon tends to stagnate or become instrumental, mythic or chauvinistic, the archive provides a critical corrective and invites the rediscovery of alternative sources.
Kristin B. Aavitsland, From Nationalism to Cosmopolitan Classicism: Harry Fett’s Concept of Cultural Capital p.29
Working backwards, I realized this encapsulated the potential the library has to upend canons, and more importantly, the way it opens up the possibility to challenge the great pyramid of bloom’s taxonomy. If we are going to take informed learning or critical literacy seriously, then the dated, hierarchical divide between acts of understanding and creation of knowledge shouldn’t be as drastic. Nor should one be prized above the other if the skills we want to teach are going to relevant in the much-hyped (over?) “2.0/3.0″ information ecosystem. Libraries are the places where students can create knowledge that can compliment or challenge what they learn in the classroom, so if the archives are going to have that kind of relationship to the canon, then creating needs to come into play much earlier in Bloom’s taxonomy than at the top.