More than a Meeting:

One Department’s Collaborative Approach to the Framework

Lee KeeneBen Murphy

Melissa SalrinWhitman College

Lessons from Immersion ● Learning Outcomes

● Little emphasis on Framework

● Tell your own story

Institutional Context

● Small liberal arts college● No comprehensive first-year

library instruction● Focus on courses in all levels,

collaboration with faculty

Barbara Fister on Assessment in Action:

“I’ve often wondered whether we’re nibbling around the edges of where students learn how to inquire, whether the place in the curriculum where students develop a strong understanding (or not) of how information works and the role they can play in making knowledge is actually in the major.”

- The Lasting Value of Libraries, Library Babel Fish, 4/28/16

In response to the report’s focus on first-year instruction

Penrose Library Instruction Statistics

Course Integrated Information Literacy Instruction since 2008:

- 28 different departments or interdisciplinary programs.

- Classes are distributed evenly through the curriculum:

● 29 courses at 100 level● 42 courses at 200 level● 40 courses at 300 level● 19 courses at 400 level

“The assessment shadow continues to

haunt us”● Accreditation● Need for some kind of

programmatic assessment

- IRS planning email, 7/9/2015

“The assessment shadow continues to

haunt us”

● Two birds?

● Seminar format - creative

problem solving, engagement

with literature, collaborative

General IL / Assessment / Faculty CollaborationArndt, Theresa S. “Reference Service without the Desk.” Reference Services Review 38, no. 1 (2010): 71–80. http://doi:10.1108

/00907321011020734 Cowan, Susanna M. “Information Literacy: The Battle We Won That We Lost?” Portal: Libraries and the Academy 14, no. 1

(2013): 23–32. http://doi:10.1353/pla.2013.0049 Head, Alison J. “Staying Smart: How Today’s Graduates Continue to Learn Once They Complete College.” Available at SSRN

2712329, 2016. Lowe, M. Sara, Char Booth, Sean Stone, and Natalie Tagge. “Impacting Information Literacy Learning in First-Year Seminars: A

Rubric-Based Evaluation.” Portal: Libraries and the Academy 15, no. 3 (2015): 489–512. http://doi:10.1353/pla.2015.0030 Lupton, Mandy, and Christine Bruce. “Windows on Information Literacy Worlds: Generic, Situated and Transformative

Perspectives.” In Practising Information Literacy: Bringing Theories of Learning, Practice and Information Literacy Together, 4–27. Wagga Wagga, NSW: Charles Sturt University, 2010.

Spievak, Elizabeth R., and Pamela Hayes-Bohanan. “Just Enough of a Good Thing: Indications of Long-Term Efficacy in One-Shot Library Instruction.” The Journal of Academic Librarianship 39, no. 6 (November 2013): 488–99. http://doi:10.1016/j.acalib.2013.08.013

Information and SocietyNoble, Safiya U. “Google Search: Hyper-Visibility as a Means of Rendering Black Women and Girls Invisible |

In Visible Culture: An Electronic Journal for Visual Culture 19 (2013). Accessed May 13, 2016. http://ivc.lib.rochester.edu/google-search-hyper-visibility-as-a-means-of-rendering-black-women-and-girls-invisible/

Reidsma, Matthew. “Algorithmic Bias in Library Discovery Systems.” Accessed May 13, 2016. https://matthew.reidsrow.com/articles/173

Seale, Maura. “The Neoliberal Library.” In Information Literacy and Social Justice: Radical Professional Praxis, 39–61. Sacramento, CA: Library Juice Press, 2013.

Zuboff, Shoshana. “Big Other: Surveillance Capitalism and the Prospects of an Information Civilization.” Journal of Information Technology 30, no. 1 (2015): 75–89. http://doi:10.1057/jit.2015.5

“Digital Humanities” / Scholarly CommunicationKirsch, Adam. “Technology Is Taking Over English Departments.” New Republic, May 2, 2014. https:

//newrepublic.com/article/117428/limits-digital-humanities-adam-kirsch Michael, Ann. “Ask The Chefs: What Is The Biggest Misconception People Have About Scholarly Publishing?”

The Scholarly Kitchen, March 23, 2016. https://scholarlykitchen.sspnet.org/2016/03/23/ask-the-chefs-what-is-the-biggest-misconception-people-have-about-scholarly-publishing/

Nowviskie, Bethany. “On Capacity and Care.” October 4, 2015. http://nowviskie.org/2015/on-capacity-and-care/

Vandegrift, Micah, and Stewart Varner. “Evolving in Common: Creating Mutually Supportive Relationships Between Libraries and the Digital Humanities.” Journal of Library Administration 53, no. 1 (January 1, 2013): 67–78. http://doi:10.1080/01930826.2013.756699

The Framework defines itself as “a cluster of interconnected core concepts, with flexible options for implementation.”

IRS Teaching StatementPenrose Instructional and Research Librarians teach the concepts and skills students need to discover and use information.

To succeed in a changing technological, multicultural world, students must consider not only how to access and use library resources but also how and why library and information systems are constructed. This involves an appreciation of how information sources are created, how they are recognized as authoritative, and the iterative nature of the research and writing process. Understanding these concepts enables students to contribute to scholarly conversations within and across various disciplines that have their own contexts and traditions.

In collaboration with faculty, librarians teach conventions of research, methodology, and attribution that are the foundation of scholarship. By recognizing their rights and responsibilities as researchers and producers of information, students develop an appreciation of the ethics and value of information: who benefits from information dissemination, what barriers exist to accessing information, and how and why copyright, citation conventions, and open access principles apply.

By teaching these concepts about information systems and scholarship, librarians help students acquire foundational information literacy skills including posing viable research questions, identifying appropriate sources from the range of possibilities (print, electronic, archival), and developing search strategies. Because information is organized and accessed differently in different spaces, different search strategies for library collections, internet collections, and archival collections are required. Identifying sources entails the applied understanding of citation conventions, metadata, and the description of information.

Librarians teach the process of evaluating and interrogating sources within the context of disciplinary norms and expectations, enabling students to make decisions about when they have enough information to say something meaningful about a topic. Such awareness empowers students to enact their scholarship in various contexts (e.g., digital versus analog, public versus scholarly) and to understand the implications of such choices.

This statement contextualizes and defines information literacy for Whitman’s liberal arts environment. It is inspired by the Association of College and Research Libraries’ Framework for Information Literacy.

IRS Teaching StatementPenrose Instructional and Research Librarians teach the concepts and skills students need to discover and use information.

To succeed in a changing technological, multicultural world, students must consider not only how to access and use library resources but also how and why library and information systems are constructed. This involves an appreciation of how information sources are created, how they are recognized as authoritative, and the iterative nature of the research and writing process. Understanding these concepts enables students to contribute to scholarly conversations within and across various disciplines that have their own contexts and traditions.

In collaboration with faculty, librarians teach conventions of research, methodology, and attribution that are the foundation of scholarship. By recognizing their rights and responsibilities as researchers and producers of information, students develop an appreciation of the ethics and value of information: who benefits from information dissemination, what barriers exist to accessing information, and how and why copyright, citation conventions, and open access principles apply.

By teaching these concepts about information systems and scholarship, librarians help students acquire foundational information literacy skills including posing viable research questions, identifying appropriate sources from the range of possibilities (print, electronic, archival), and developing search strategies. Because information is organized and accessed differently in different spaces, different search strategies for library collections, internet collections, and archival collections are required. Identifying sources entails the applied understanding of citation conventions, metadata, and the description of information.

Librarians teach the process of evaluating and interrogating sources within the context of disciplinary norms and expectations, enabling students to make decisions about when they have enough information to say something meaningful about a topic. Such awareness empowers students to enact their scholarship in various contexts (e.g., digital versus analog, public versus scholarly) and to understand the implications of such choices.

This statement contextualizes and defines information literacy for Whitman’s liberal arts environment. It is inspired by the Association of College and Research Libraries’ Framework for Information Literacy.

IRS Information Literacy Curricular Scaffold

IRS Information Literacy Curricular Scaffold

Bibliography and documents available at:

http://tinyurl.com/whitmanIL

IRS Information Literacy Curricular Scaffold

IRS Information Literacy Curricular Scaffold

ACRL Framework sub-group of the SAA-ACRL/RBMS Joint Task Force on the Development of Guidelines for Primary Source Literacy

http://www2.archivists.org/sites/all/files/JTF-PSLSubgroupReportACRLFrameworkDecember2015.pdf

Sampling of Classes Using ArchivesHistory 259: American West Spanish 342: Art/Lyric/Verse

English 350: Chaucer ARTH 229: Art Since 1945

French 316: Francophone World RHET 278: Rhetoric and Nat’l Identity

Envs 339: Environmental Disaster ART 270: Intermediate Printmaking

RES 100: Radical Political Thought Politics 100: Race, Gender, Body

Religion 348: Secularization of WC Music 150: Music in Society

Theatre 225: Intermediate Acting History 262: People, Nature, Tech

Music 299: Music History Biology 350: Evolutionary Biology

Teaching Source Literacy“(R)evolution in Source Literacy at Whitman College,” 2011 ACRL Conference, Philadelphia, PA, March 3-April 2, 2011.

“Teeming with Technology, Teaming with Technologists: Using Digital Tools to Enhance Primary Source Literacy,” 2015 ACRL Conference, Portland, OR, March 25-28, 2015.

“Beyond a Cabinet of Digital Curiosities: Collection as Praxis,” 2015 DLF Liberal Arts Colleges Pre-Conference, Vancouver, BC, October 25, 2015.

Model of Researcher Expertise

Beth Yakel and Deborah Torres (2003)

● Domain knowledge● Archival intelligence● Artifactual literacy

Vault of Truth?

Sampling of Classes Using ArchivesHistory 259: American West Spanish 342: Art/Lyric/Verse

English 350: Chaucer ARTH 229: Art Since 1945

French 316: Francophone World RHET 278: Rhetoric and Nat’l Identity

Envs 339: Environmental Disaster ART 270: Intermediate Printmaking

RES 100: Radical Political Thought Politics 100: Race, Gender, Body

Religion 348: Secularization of WC Music 150: Music in Society

Theatre 225: Intermediate Acting History 262: People, Nature, Tech

Music 299: Music History Biology 350: Evolutionary Biology

Sampling of Classes Using ArchivesIntroductory Level Classes

Politics 100: Race, Gender, Body

Music 150: Music in Society

Library 100: Information Literacy

English 110: Language and Writing

Art 170: Beginning Printmaking

Race and Ethnic Studies 100: Radical Political Thought

General Studies 145: Encounters

Sampling of Classes Using ArchivesIntermediate Level Classes

Theatre 225: Intermediate Acting

History 262: People, Nature, Technology

Music 299: Music History

Art History 229: Art Since 1945

History 259: American West

Art 270: Intermediate Printmaking

Rhetoric 278: Rhetoric and National Identity

Sampling of Classes Using ArchivesAdvanced Level Classes

Spanish 342: Art/Lyric/Verse

English 350: Chaucer

French 316: The Continent and the Francophone World

Environmental Studies 339: Environmental Disaster

Religion 348: Secularization of Whitman College

Biology 350: Evolutionary Biology

General Studies 320: Advanced Composition

Collaborative Approaches to the Framework:

Innovative Teaching and Learning

Lee KeeneHead of Instructional & Research

ServicesWhitman College

Collaboration with the Faculty

● Confluence of Interests

● Games as Primary Sources

● Connection to Student Learning

I. Confluence of

Interests

II. Pedagogy: Board Games as Primary Sources

III. Connection to Student Learning"Staying Smart: How Today's Graduates Continue Learning Once They Complete College,"

Alison J. Head, Project Information Literacy Research Report, January 5, 2016

“As a whole, graduates prided themselves on their ability to search, evaluate, and present information, skills they honed during college. Yet, far fewer said that their college experience had helped them develop the critical thinking skill of framing and asking questions of their own, which is a skill they inevitably needed in their post-college lives.”

Land Rush is a game that simulates the complex reality of access to, and management of, natural resources in developing countries. http://land-rush.org

Conclusion● Assessment - qualitative analysis of blog posts; how well do

students develop questions about the games?○ Qualitative assessment of student work (e.g., not numbers) for other parts of

scaffold ● Seminar format was (unexpectedly?) very productive

○ Two collaboratively-written documents to be implemented/shared in 2016-17● Scaffold helps demonstrate to faculty that you can’t do everything

in a class session - what is most important?○ Scaffold helps faculty see us as partners

Contact● Lee Keene, Head of Instructional and Research

Services: keenelp@whitman.edu ● Ben Murphy, Instructional and Research Librarian,

murphybp@whitman.edu ● Melissa Salrin, Archivist and Special Collections

Librarian, salrinmm@whitman.edu ● IL Documents: http://tinyurl.com/whitmanIL

Bibliography: IRS Seminar 2015-16Cowan, Susanna M. “Information Literacy: The Battle We Won That We Lost?” Portal: Libraries and the Academy 14, no. 1 (2013): 23–32. http://doi:10.1353/pla.2013.0049

Fister, Barbara. “The Social Life of Knowledge: Faculty Epistemologies.” In Not Just Where to Click: Teaching Students How to Think about Information, 87–104. ACRL Publications in Librarianship ; No. 68. Chicago, Illinois:

Association of College and Research Libraries, a division of the American Library Association, 2015.

“Google Search: Hyper-Visibility as a Means of Rendering Black Women and Girls Invisible | InVisible Culture: An Electronic Journal for Visual Culture.” Accessed May 13, 2016. http://ivc.lib.rochester.edu/google-

search-hyper-visibility-as-a-means-of-rendering-black-women-and-girls-invisible/

Gregory, Lua, and Shana Higgins. Information Literacy and Social Justice: Radical Professional Praxis. Sacramento, CA: Library Juice Press, 2013.

Head, Alison J. “Staying Smart: How Today’s Graduates Continue to Learn Once They Complete College.” Available at SSRN 2712329, 2016. http://papers.ssrn.com/sol3/papers.cfm?abstract_id=2712329

Kirsch, Adam. “Technology Is Taking Over English Departments.” New Republic, May 2, 2014. https://newrepublic.com/article/117428/limits-digital-humanities-adam-kirsch

Lowe, M. Sara, Char Booth, Sean Stone, and Natalie Tagge. “Impacting Information Literacy Learning in First-Year Seminars: A Rubric-Based Evaluation.” Portal: Libraries and the Academy 15, no. 3 (2015): 489–512.

http://doi:10.1353/pla.2015.0030

Lupton, Mandy, and Christine Bruce. “Windows on Information Literacy Worlds: Generic, Situated and Transformative Perspectives.” In Practising Information Literacy: Bringing Theories of Learning, Practice and

Information Literacy Together, 4–27. Wagga Wagga, NSW: Charles Sturt University, 2010.

“Matthew Reidsma : Algorithmic Bias in Library Discovery Systems.” Accessed May 13, 2016. https://matthew.reidsrow.com/articles/173

Michael, Ann. “Ask The Chefs: What Is The Biggest Misconception People Have About Scholarly Publishing?” The Scholarly Kitchen, March 23, 2016. https://scholarlykitchen.sspnet.org/2016/03/23/ask-the-chefs-

what-is-the-biggest-misconception-people-have-about-scholarly-publishing/

“My Take on the Amazon Workplace Exposé | Inside Higher Ed.” Accessed May 13, 2016. https://www.insidehighered.com/blogs/library-babel-fish/my-take-amazon-workplace-expos%C3%A9

Noble, Safiya U., and Ph.D. “‘Missed Connections: What Search Engines Say About Women’ (Spring 2012).” Saiya U. Noble, Ph.D., March 9, 2012. https://safiyaunoble.com/2012/03/08/bitch-magazine-article/

“On Capacity and Care.” Bethany Nowviskie, October 4, 2015. http://nowviskie.org/2015/on-capacity-and-care/

Reidsma, Matthew. “Algorithmic Bias in Library Discovery Systems.” Accessed May 13, 2016. https://matthew.reidsrow.com/articles/173

Seale, Maura. “The Neoliberal Library.” In Information Literacy and Social Justice: Radical Professional Praxis, 39–61. Sacramento, CA: Library Juice Press, 2013.

Spievak, Elizabeth R., and Pamela Hayes-Bohanan. “Just Enough of a Good Thing: Indications of Long-Term Efficacy in One-Shot Library Instruction.” The Journal of Academic Librarianship 39, no. 6 (November 2013):

488–99. http://doi:10.1016/j.acalib.2013.08.013

Theresa S. Arndt. “Reference Service without the Desk.” Reference Services Review 38, no. 1 (February 16, 2010): 71–80. http://doi:10.1108/00907321011020734

Vandegrift, Micah, and Stewart Varner. “Evolving in Common: Creating Mutually Supportive Relationships Between Libraries and the Digital Humanities.” Journal of Library Administration 53, no. 1 (January 1, 2013):

67–78. http://doi:10.1080/01930826.2013.756699

Zuboff, Shoshana. “Big Other: Surveillance Capitalism and the Prospects of an Information Civilization.” Journal of Information Technology 30, no. 1 (March 2015): 75–89. http://doi:10.1057/jit.2015.5