the framework for information literacy and its impact no student learning
TRANSCRIPT
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The Framework for Information Literacy
and its Impact on Student Learning
#acrlframework
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Merinda Hensley
Craig Gibson Sara D. Miller
Alan Carbery Carl DiNardo
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What does it mean that the ACRL Board “filed”
the Framework?
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In a few sentences, please describe how you and/or your institution are beginning to work with the recently approved ACRL Framework for Information Literacy for Higher Education.
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Collaborating with Teaching & Learning Centers
Craig GibsonThe Ohio State University Libraries
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Teaching and Learning Center Mission and Activities
University Center for the Advancement of TeachingMission: “to support all those who teach” at Ohio State . .
Course Design InstitutesTeaching consultationsLearning communities of scholar-teachersGraduate Teaching Assistant trainingSpecial topics workshops
(critical thinking and inquiry, student anxiety and learning)
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PREVIOUS COLLABORATIONS
Course Design Institutes: library participation in faculty workshops
Co-creation of assessment plan for Course Enhancement Grants
New workshop on threshold concepts (offered March 2014)
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Threshold Concepts Workshop Focus on exposing tacit knowledge of faculty about their scholarly
practices
Identify the “essential understandings” students need to do research in disciplines
Identify student research behaviors that impede research (Project Information Literacy findings)
Introduce threshold concepts as foundation for assignment and curricular revision for effective information literacy and research practices
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New Workshop
Confirm faculty views of student research practices with Project Information Literacy findings
Discuss the purpose and curricular uses of the Framework as a whole
Organize differently: use one threshold concept and associated practices and dispositions for (1) revising one assignment and (2) revising a course
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Future Possibilities
Collaborating with Teaching and Learning Centers on curriculum mapping with academic departments
Forming communities of practice using the Framework to address institution-specific learning challenges among students
Developing action research projects based on individual faculty or cohorts of faculty using the Framework
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They
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The Framework and Integrative Studies
Sara D. MillerMichigan State University
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MSU Context
Enrollment: 47,000 Academic units decentralized 85 librarians – 4 in infolit unit
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MSU Undergraduate Context
36,000 undergraduates
Undergraduate Learning Goals
• Analytical Thinking• Cultural Understanding• Effective Citizenship• Effective Communication• Integrated Reasoning
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Integrative Studies at MSU
Gen ed requirement Three centers: Humanities, Sciences, Social
Sciences Large classes, taught by disciplinary faculty Tier 2 Writing (writing in disciplines) requirement Sporadic historical involvement with Libraries
• Individual course basis, instruction done by subject specialists
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Librarian for Interdisciplinary Teaching and Learning Initiatives
Liaison to:• Integrative Studies programs, centers, and initiatives• Campus Office for Faculty & Organizational
Development
Coordinator for:• Teaching & learning support for MSU librarians• Library Mentors program
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Three-pronged strategy for Framework integration for IAH
1. Integrate concepts into IAH program goals
2. Raise awareness of Framework concepts among TAs and teaching faculty through infolit in the disciplines workshops
3. Librarian and disciplinary faculty co-teach IAH class
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1. Integrate concepts into IAH program goals
Opportunities Effective Communication & IL focus desired
• Exciting possibilities using Framework and Undergraduate Learning Goals
On-board and informed IAH director
Roadblocks Slow-moving administrative processes Assessment Committee Personnel changes
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Michigan State University Undergraduate Learning GoalsAnalytical Thinking – The MSU graduate uses ways of knowing from mathematics, natural sciences, social sciences, humanities, and arts to access information and critically analyzes complex material in order to evaluate evidence, construct reasoned arguments, and communicate inferences and conclusions.
Dimension Emerging Developing Proficient Exemplary Acquires, analyzes, and evaluates information from multiple sources. Authority is Constructed and Contextual Searching as Exploration Format as a Process
Seeks information from basic types of sources with minimal regard for relevance or quality.
Retrieves information from a limited range of sources and identifies biases, strengths, and weaknesses within those sources.
Designs and implements effective strategies to find relevant sources based on purpose. Critiques biases, strengths, and weaknesses of information sources.
(Uses analysis) to defend information choices and reach original conclusions.
Synthesizes and applies information within and across disciplines. Scholarship is a Conversation
Recognizes multiple perspectives among sources of information.
Identifies how information can be conceptualized differently within various disciplines.
Examines and integrates relevant information sources from multiple disciplinary perspectives.
Creates a defensible, compelling work using multiple disciplinary perspectives.
Identifies and applies, as appropriate, quantitative methods for defining and responding to problems. Research as Inquiry
Recognizes the need for and performs basic quantitative methods.
Identifies a range of quantitative methods and employs them to make judgments.
Selects quantitative methods for making sound judgments and drawing plausible conclusions based on the situation.
Critiques biases, strengths, and weaknesses of quantitative approaches to reflect on conclusions and propose responses to a situation.
Identifies the credibility, use and misuse of scientific, humanistic and artistic methods. Research as Inquiry Format as a Process Information has Value
Recognizes a range of inquiry methods and acknowledges that they can be misused.
Describes the effective use of methods and identifies their misuse in a given contexts.
Judges if methods are credible and ethical in given contexts.
Selects inquiry methods ethically and with an understanding of the consequences of their misuse.
Cultural Understanding – the MSU graduate comprehends global and cultural diversity within historical, artistic, and societal contexts.
Dimension Emerging Developing Proficient Exemplary Reflects on experiences with diversity to demonstrate knowledge and sensitivity Scholarship is a Conversation
Shows openness to different experiences and recognition of one’s cultural background.
Demonstrates respect for different experiences, attitudes, and values and exhibits an awareness of one’s cultural norms and assumptions.
Engages in purposeful interactions with others, understands commonalities and differences, and evaluates how both aspects contribute to a deeper understanding of self and others.
Creates environments that facilitate productive and respectful relationships in intercultural contexts with the knowledge and ability to span boundaries.
Demonstrates awareness of how diversity emerges within and across cultures Authority is Constructed and Contextual
Recognizes multiple definitions and expressions of culture and diversity.
Understands culture and diversity as dynamic and contextual.
Investigates and analyzes how culture and diversity evolve and are expressed in multiple contexts.
Effectively negotiates intercultural contexts by applying knowledge of diversity as an evolving, nuanced, and complex concept.
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2. Raise awareness of Framework concepts
Workshops led with (or planned for)
• Graduate TA program• 2015 Faculty Spring Institute workshop (F&OD)• Subject librarians
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2. Raise awareness of Framework concepts
Key reflection questions built on Framework sections:
• What does infolit look like in your discipline?• How did you come to learn what it looks like?• How is this literacy communicated to students?
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Sample questions:
Scholarship is a Conversation• What are basic expectations for or barriers to
participation in the conversations in your field?
Information Creation as a Process• What counts as evidence in your discipline?
Where do you find that evidence? How is it normally presented?
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3. Librarian and disciplinary faculty co-teach IAH class
Goals • Develop and teach a semester-long class• Develop integrated assignments, assessment
processes, and other transferable/scalable materials based on the Framework and reflecting IAH goals
Roadblocks• Current per-credit pay structure for teaching faculty• Few precedents for librarians in this role• Finding the right teaching partner
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Summary
Multiple strategies
Both top-down and grassroots efforts
Aiming for an infusion of concepts rather
than an imposition
Creating demand and preparing to meet
demand simultaneously – support for
librarians important
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Bridging with the Framework
Conversations Across Campus
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• Carl DiNardo
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• Carl DiNardo
Task Force Member
Coordinator of Library Instruction
Science Librarian Eckerd College
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• Carl DiNardo
Task Force Member
Coordinator of Library Instruction
Science Librarian Eckerd College
KayakFisherman
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Liberal ArtsEckerd College
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Liberal ArtsEckerd College
St. Petersburg, FL
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Liberal ArtsEckerd College
St. Petersburg, FL
1,800 Undergrads
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Liberal ArtsEckerd College
St. Petersburg, FL
1,800 Undergrads
“Eckerd Bubble”
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Where We Are
IL
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Where We Are
IL Where
We Want To
Be
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Where We Are
IL Where
We Want To
Be
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Where We Are
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Where We Are
Faculty Partnerships
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Where We Are
Faculty Partnerships
Individual Course Model
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Where We Are
Faculty Partnerships
Individual Course Model
By Colliguim
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Where We Are
Faculty Partnerships
Individual Course Model
By ColliguimThought to Sequencing Guiding Discussions
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Where We
Want To Be
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Where We
Want To Be
More Global&
Less Bubble!
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Where We
Want To Be
More Global&
Less Bubble!
Librarians: Education & Cohesiveness
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Where We
Want To Be
More Global&
Less Bubble!
Librarians: Education & Cohesiveness
Faculty: Collaboration & Curriculum
Mapping
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Where We
Want To Be
More Global&
Less Bubble!
Librarians: Education & Cohesiveness
Faculty: Collaboration & Curriculum
Mapping
Administration &
Assessment
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What About Gen Ed?
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What About Gen Ed?
?
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Group: Eckerd Librarians
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Group: Faculty (the plan)
Pilot: Target
between 1 and 3
departments
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Group: Faculty (the plan)
Pilot: Target
between 1 and 3
departmentsMeet:
Discuss Framework concepts &
our idea
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Group: Faculty (the plan)
Pilot: Target
between 1 and 3
departmentsMeet:
Discuss Framework concepts &
our idea
Map the curriculum
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Group: Faculty (the plan)
Pilot: Target
between 1 and 3
departmentsMeet:
Discuss Framework concepts &
our idea
Map the curriculum
Departmental
Partnerships
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Group: Faculty (so far)
Connect with Framework concepts
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Group: Admin (Assessment)
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Group: Admin (Assessment)
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Group: Admin (Assessment)
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Group: Admin (Assessment)
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Group: Admin (Assessment)
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“I think there's a good argument that the new Framework focuses attention higher up on the taxonomy, which is a good thing, leading to these skills being packaged with values and metacognition as a general toolbox for critical thought. It's an opportunity to rethink, repackage, and upsell library instruction. Assessments must be complementary, which means more complex than before, probably modeled on existing thinking and communication methods, but crucially adding this social dimension of engaging with audiences.” -David Eubanks
Group: Admin (Assessment)
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Final Thought
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Final Thought
Students.
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Final Thought
Students!
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Thank You!
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Old: #acrlilrevisions
New: #acrlframework