The framework for information literacy and its impact no student learning

The Framework for Information Literacy

and its Impact on Student Learning

#acrlframework

Merinda Hensley

Craig Gibson Sara D. Miller

Alan Carbery Carl DiNardo

What does it mean that the ACRL Board “filed”

the Framework?

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.

Collaborating with Teaching & Learning Centers

Craig GibsonThe Ohio State University Libraries

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)

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)

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

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

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

They

The Framework and Integrative Studies

Sara D. MillerMichigan State University

MSU Context

Enrollment: 47,000 Academic units decentralized 85 librarians – 4 in infolit unit

MSU Undergraduate Context

36,000 undergraduates

Undergraduate Learning Goals

• Analytical Thinking• Cultural Understanding• Effective Citizenship• Effective Communication• Integrated Reasoning

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

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

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

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

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.

2. Raise awareness of Framework concepts

Workshops led with (or planned for)

• Graduate TA program• 2015 Faculty Spring Institute workshop (F&OD)• Subject librarians

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?

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?

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

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

Bridging with the Framework

Conversations Across Campus

• Carl DiNardo

• Carl DiNardo

Task Force Member

Coordinator of Library Instruction

Science Librarian Eckerd College

• Carl DiNardo

Task Force Member

Coordinator of Library Instruction

Science Librarian Eckerd College

KayakFisherman

Liberal ArtsEckerd College


St. Petersburg, FL


St. Petersburg, FL

1,800 Undergrads


St. Petersburg, FL

1,800 Undergrads

“Eckerd Bubble”

Where We Are

IL

Where We Are

IL Where

We Want To

Be

Where We Are

IL Where

We Want To

Be

Where We Are

Where We Are

Faculty Partnerships

Where We Are


Individual Course Model

Where We Are



By Colliguim

Where We Are



By ColliguimThought to Sequencing Guiding Discussions

Where We

Want To Be

Where We

Want To Be

More Global&

Less Bubble!

Where We

Want To Be

More Global&

Less Bubble!

Librarians: Education & Cohesiveness

Where We

Want To Be

More Global&

Less Bubble!


Faculty: Collaboration & Curriculum

Mapping

Where We

Want To Be

More Global&

Less Bubble!


Faculty: Collaboration & Curriculum

Mapping

Administration &

Assessment

What About Gen Ed?

What About Gen Ed?

?

Group: Eckerd Librarians

Group: Faculty (the plan)

Pilot: Target

between 1 and 3

departments


Pilot: Target

between 1 and 3

departmentsMeet:

Discuss Framework concepts &

our idea


Pilot: Target

between 1 and 3

departmentsMeet:


our idea

Map the curriculum


Pilot: Target

between 1 and 3

departmentsMeet:


our idea

Map the curriculum

Departmental

Partnerships

Group: Faculty (so far)

Connect with Framework concepts

Group: Admin (Assessment)





“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


Final Thought

Final Thought

Students.

Final Thought

Students!

Thank You!

Old: #acrlilrevisions

New: #acrlframework

Documents

The framework for information literacy and its impact no student learning