re-inventing library instruction with the acrl framework
TRANSCRIPT
Re-Inventing Library InstructionWith the
ACRL FrameworkDiane Fulkerson
University of South Florida Sarasota-ManateeCOMO Athens, GA October 6, 2016
Standards vs.FrameworkACRL Standards for Information Literacy
Five Standards
22 Performance Indicators
90 Learning Outcomes
ACRL Framework for Information Literacy
Six Frames
45 Knowledge Practices
39 Dispositions
Threshold Concepts“A threshold concept can be considered as akin to a portal, opening up a new and previously inaccessible way of thinking about something.”--Meyer & Land
Photo by IPBrian (CC BY-NC-SA 2.0)
Threshold Concept CharacteristicsTransformative--causes a shift in perspective
Irreversible--once learned cannot be unlearned
Integrative--unifies facts/lessons/concepts
Bounded--defines the boundaries of a particular discipline
Troublesome--counter-intuitive
What’s the DifferenceStandards
Focused on discrete skills
Checklist of skills for library instruction
Framework
Focus on knowledge based/transformative learning
Adapt to institutional needs
Collaborate with faculty
Use one Frame or combine Frames
ACRL Standards RescindedACRL Standards rescinded June 2016
Where do we go from here?Do we have to use the Framework?
New opportunities
New OpportunitiesLess is more
Flexibility
Decrease emphasis on skills
Knowledge based learning/discovery
Improved one-shot classes
Collaboration with faculty
Explore your options
One-Shots
Photo by Kwansiripat (CC BY-NC 2.0)
Creating One-ShotsUse course assignments/syllabus
Determine appropriate frame or frames
Identify desired outcomes
Use Knowledge Practices/Dispositions
Develop materials--including worksheets
Create assessment methods
Formative, summative or a combination
Instructional Design Understanding by Design (UbD) (Wiggins and McTighe, 2000)
Also known as Backward Design
Start with desired results (learning outcomes)Select one or more frames
Learning outcomes align with Frame and assignment
Instructional DesignDevelop assessment
Worksheets
One-minute paper
Class discussion
Create instructional materials/learning objectives
Stages of Understanding by DesignStage 1: Desired results based on essential questions
Stage 2: Evidence of student ability to…
Stage 3: Learning activities need to...
Instructional DesignFocus on the “stuck places”
Engaging and relevant
Use course assignment/project
Work with faculty
Improve design of instructional materials
Bigger picture--think outside the box
Instructional DesignUse a template
Template Examples
http://slulibrary.saintleo.edu/framework
http://ulinstructors.web.unc.edu/ilbd-template/
Performance AssessmentsResearch log
Reflective writing
Self or Peer evaluations
Open-ended questions
Worksheets
Discussion
Concept map
AssessmentTwo questions to ask when developing assessment
How will you know students achieved the outcome?
How will students demonstrate they achieved it?
Examples
Using the Frames
In
One-Shot Classes
Psychology Research Methods ClassStudent assignment:
Research paper with literature review
Frames selected:
Research as Inquiry
Scholarship as Conversation
In class activity
Find one or two articles about their topic
Use literature review matrix to synthesize main ideas
Hospitality ManagementStudent assignment:
Develop a HR recruitment plan for a local resort
Frame selected:Searching as Strategic Exploration
In class activity answer two questionsWhat do they know about the resort’s current recruitment practices?
Where will you find the information and what types of information will you need?
Marketing ResearchStudent assignment focused on re-launching a failed product
Assignment requires them to create an infographic for the product
Frame(s) selected:
Information Creation as Process
Searching as Strategic Exploration
In class activity: Evaluate an infographic for an existing product or service
Determine information need for project
Resources to create an infographic
Physics ClassStudent assignment:
Develop a physics research question based on surroundings @ Mote Marine
Create a presentation and paper similar to Science article
Frames selected:
Information Creation as a Process
Research as Inquiry and/or Searching as Strategic Exploration
In class activity used popular media to find primary scientific sources
Public Speaking ClassStudent assignments: five speeches & a special topics paper
Students must cite sources used in their assignments
Frame selected: Information Has Value
In class activity
Create citations for different sources
Used different online citation tools
Discussed the limitations of online tools
ISS Special Topics ClassStudent assignment: research paper on class topic of domestic
violence
Frames selected:Authority is Constructed and Contextual
Information Creation as a Process
In class activityStudents worked in groups to identify bias in different sources
Worksheet with questions to identify bias
Criminal Justice Research MethodsStudent assignment: develop a research proposal
Project includes an annotated bibliography
Students need 10 scholarly/peer-reviewed articles
Frames selected:Scholarship as Conversation
In class activityStudents wrote an annotation for an article (articles were provided by librarian)
Thank You!
Questions, Comments, or ConcernsContact Information
Diane Fulkerson