ACRLS FRAMEWORK FOR INFORMATION LITERACY FOR HIGHER EDUCATION T R U - - PowerPoint PPT Presentation

ACRL’S FRAMEWORK FOR INFORMATION LITERACY FOR HIGHER EDUCATION

T R U D I J A C O B S O N , C O - C H A I R A C R L I N F O R M A T I O N L I T E R A C Y S T A N D A R D S F O R H I G H E R E D U C A T I O N T A S K F O R C E

W I T H T H A N K S T O C R A I G G I B S O N F O R S E L E C T E D S L I D E S

PRESENTATION OUTLINE

Student nt R Research B h Beha haviors IL IL F Frame mework Go k Goals ls Thr hresho hold ld C Conc ncepts Majo jor E Ele leme ment nts o

• f t

the he F Frame mework k Im Impli lications ns o

• f t

the he F Frame mework k

LEARNERS IN TODAY’S INFO ENVIRONMENT

Student nts a are o

• verwhe

helme lmed, u , unc ncertain a n about “ “starting ng p point nts” f for academi mic r research h Student nts o

• ften d

n do no not u und nderstand nd t the he na nature a and nd s scope o

• f

academi mic r research a h assignme nment nts Student nts r report b being ng c conf nfused a about t the he “ “open-e n-end ndedne ness” o

• f

the he r research p h process—ho how t to kno know w whe hen t n to c conc nclu lude a an n assignme nment nt w witho hout p precise i ins nstructions ns?

Ali lison H n Head, “ , “Proje ject Inf Informa mation L n Literacy: W y: Wha hat C Can B n Be L Learne ned a about t the he Inf Informa mation-S n-Seeki king ng B Beha havior o

• f T

Today’s y’s C Colle llege S Student nts?” P Proceeding ngs

• f t

the he A ACRL N Nationa nal C l Conf nferenc nce ( (2013), Ind , Indiana napoli lis, IN , IN, p , pp. 4 . 472-4

• 482.

.

LEARNERS IN TODAY’S INFO ENVIRONMENT

Student nts u use “ “tried a and nd t true” t tools ls a and nd r resources ( (Go Google le, , Wiki kipedia, a , a s sma mall s ll set o

• f d

databases) Student nts ma may no y not e expand nd t the heir r repertoire b because o

• f

fami mili liar a assignme nment nt t typ ypes ( (stand ndard r research p h paper) Student nts c carry o y over t to c colle llege ma many o y of t the heir hi high s h scho hool l routine nes a and nd p practices f for r research h

Ali lison H n Head, “ , “Proje ject Inf Informa mation L n Literacy: W y: Wha hat C Can B n Be L Learne ned a about t the he Inf Informa mation-S n-Seeki king ng B Beha havior o

• f

Today’s y’s C Colle llege S Student nts?” P Proceeding ngs o

• f t

the he A ACRL N Nationa nal C l Conf nferenc nce ( (2013), Ind , Indiana napoli lis, IN , IN, p , pp. 4 . 472-4

• 482.

.

LEARNERS IN TODAY’S INFO ENVIRONMENT

Cont ntext

The he s sing ngle le mo most i important nt mi missing ng e ele leme ment nt f for t today’s y’s le learne ners i in n becomi ming ng i inf nforma mation li n literate

• The “Big Picture” (summary, background, overview)
• Information Gathering (finding and securing relevant sources)
• Language (understanding the meaning of words)
• Situational (knowing the expectations of assignments, the

surrounding circumstances)

Ali lison H n Head, “ , “Proje ject Inf Informa mation L n Literacy: W y: Wha hat C Can B n Be L Learne ned a about t the he Inf Informa mation-S n-Seeki king ng B Beha havior o

• f T

Today’s y’s Colle llege S Student nts?” P Proceeding ngs o

• f t

the he A ACRL N Nationa nal C l Conf nferenc nce ( (2013), Ind , Indiana napoli lis, IN , IN, p , pp. 4 . 472-4

• 482.

.

THINKING ABOUT A NEW WAY OF FRAMING INFORMATION LITERACY Focus o

• n t

n the he i inf nforma mation la n land ndscape Help lp s student nts t to u und nderstand nd t the he “ “why” y” Trans nscend nd p particula lar s ski kills lls a and nd r resources Focus o

• n t

n the he hu huma man p n processes o

• f kno

knowle ledge creation, s n, searchi hing ng, r , reporting ng, w , writing ng, , present nting ng . . . i . . . ins nstead o

• f ju

just t the he a artifacts o

• f t

the hese pr proce cesse sses s

GOALS FOR THE FRAMEWORK

A flexible system of learning information literacy concepts that can be tailored to individual settings

Recognizes the participatory, collaborative information environment: learners as content/ knowledge creators, not just consumers

(Mackey and Jacobson, “Reframing Information Literacy as a Metaliteracy,” C & RL, 72 (1) 2011, pp. 62-78)

GOALS FOR THE FRAMEWORK

• Importance of metacognition (thinking about
• ne’s own thinking)

(Mackey and Jacobson, “Reframing Information Literacy as a Metaliteracy,” C & RL, 72 (1) 2011, pp. 62-78)

• Recognition of affective factors

EACH OF THE 6 FRAMES CONTAIN

• Threshold Concept with description
• Knowledge Practices/Abilities
• Dispositions

ONLINE SANDBOX Will c ll cont ntain a n a v variety o y of i imple leme ment ntation- n- rela lated r resources Cana nadian w n wiki ki ( (Ryerson U n U, U o , U of T Toront nto, , York U) k U) “ “for c colle llecting ng, s , sha haring ng a and nd keeping ng t the he c conversation g n going ng”

ht http:/ ://try-2

• 2014-a
• acrl-f

l-frame mework.w .wiki kispaces.c .com

http://www.organicgardening.com/learn-and-grow/design-pro-thresholds-passages

THRESHOLD CONCEPTS

Early d ly decision t n to u use a as t the he u und nderpinni nning ng

• f t

the he ne new F Frame mework k Based o

• n w

n work e k ema mana nating ng f from t m the he U Uni nited King ngdom: M m: Meyer a and nd L Land nd, e , econo nomi mics For i inf nforma mation li n literacy, w , work b k by y Towns nsend nd, H , Hofer, , Brune netti a and nd S Sylv ylvia L Lu (who ho i is s speaki king ng t today) y)

THRESHOLD CONCEPTS

A p passage t thr hrough a h a p portal o l or g gateway: y: gaini ning ng a a ne new v view o

• f a

a s subje ject la land ndscape In Involv lve a a “ “rite o

• f p

passage” t to a a ne new le level o l of und nderstand nding ng: a : a c crucial t l trans nsition n Require mo moveme ment nt t thr hrough a h a “ “li limi mina nal” l” s space whi hich i h is c cha halle lleng nging ng, u , uns nsettli ling ng, d , disturbing ng —whe here t the he s student nt ma may b y become me “ “stuck” k”

THRESHOLD CONCEPTS

Transformative Integrative Irreversible Bounded Troublesome

Hofer, Townsend, and Brunetti, 2012, 387-88, quoting Meyer and Land

IL THRESHOLD CONCEPTS

Scho hola larshi hip i is a a C Conversation n Research a h as Inq Inquiry y Autho hority i y is C Cons nstructed a and nd C Cont ntextual l Inf Informa mation C n Creation a n as a a P Process Searchi hing ng i is S Strategic Inf Informa mation ha n has V Valu lue

The he c conc ncepts w were i ident ntified t thr hrough a h an o n ong ngoing ng De Delp lphi hi s study b y being ng c cond nducted b by L y L. T . Towns nsend nd, ,

• A. R

. R. H . Hofer, S , S. L . Lu, a , and nd K K. . Brune netti, t , tho hough t h the he T Task F k Force ha has t taken s n some me o

• f t

the hem i m in ne n new directions ns

FRAME: AUTHORITY IS CONTEXTUAL AND CONSTRUCTED

Autho hority o y of i inf nforma mation r n resources i is d drawn f n from m the heir c creator’s ’s e expertise a and nd c credibili lity b y based o

• n t

n the he inf nforma mation ne n need, a , and nd t the he c cont ntext i in w n whi hich t h the he inf nforma mation w n will b ll be u

• used. T

. Thi his a autho hority i y is v viewed with a h an a n attitude o

• f i

inf nforme med s skepticism a m and nd a an n

• penne

nness t to ne new perspectives, a , additiona nal v l voices, , and nd c cha hang nges i in s n scho hools ls o

• f t

tho hought ht. .

AUTHORITY IS CONTEXTUAL AND CONSTRUCTED

Kno nowle ledge P Practices ( (Abili lities)

Learne ners w who ho a are d develo loping ng t the heir i inf nforma mation li n literate a abili lities:

De Define ne d different nt t typ ypes o

• f a

autho hority s y such a h as s subje ject e expertise ( (i.e .e. . scho hola larshi hip), s , society p y position ( n (i.e .e. p . publi lic o

• ffice o
• r t

title le), o , or s special l experienc nce ( (i.e .e. p . participating ng i in a n a hi historic e event nt). . Us Use r research t h tools ls a and nd ma markers o

• f a

autho hority t y to d determi mine ne t the he c credibili lity o y of

• sources. u

. und nderstand nding ng t the he e ele leme ment nts t tha hat mi might ht t temper t thi his c credibili lity. . Und nderstand nd t tha hat ma many d y discipli line nes ha have a ackno knowle ledged a autho horities i in t n the he sens nse o

• f w

well kno ll known s n scho hola lars a and nd p publi lications ns t tha hat a are w widely ly cons nsidered " "stand ndard," ," a and nd y yet e even i n in t n tho hose s situations ns, s , some me s scho hola lars would ld c cha halle lleng nge t the he a autho hority o y of t tho hose s sources. .

AUTHORITY IS CONTEXTUAL AND CONSTRUCTED

Di Dispositions ns

Learners who are developing their information literate abilities are:

• Inclined to develop and maintain an open mind when

encountering varied and sometimes conflicting perspectives.

• Motivated to find authoritative sources, recognizing that

authority may be conferred or manifested in unexpected ways.

• Aware of the importance of assessing content with a

skeptical stance with a self-awareness of their own biases and worldview.

STARTING TO THINK ABOUT ASSESSMENT Megan n Oakle kleaf A R Roadma map f for A Assessing ng S Student nt L Learni ning ng Us Using ng t the he N New F Frame mework f k for Inf Informa mation n Literacy f y for H Highe her E Education n ht http:/ ://me megano noakle kleaf.i .inf nfo/frame mework.p .pdf

FEEDBACK

• Feedback f

k from t m the he s surveys ys, b , blo logs, T , Tweets, , direct e ema mails ls

• 493 i

items ms

• Coded b

by a y a t task f k force me memb mber u using ng Hyp yperResearch

• Gr

Granu nula lar lo look a k at t the he c compone nent nts o

• f t

the he Frame mework k

REVISIONS All 6 ll 6 f frame mes, f , from f m fairly mi ly mino nor t to mo more e extens nsive cha hang nges

• Titles
• Descriptions
• Knowledge Practices
• Dispositions

Definition Appendix 1 (original introduction)

IMPLICATIONS Inc Increased c colla llaboration b n between li n librarians ns a and nd course i ins nstructors More e expli licit d dema marcation b n between r n research h ski kills lls/tools ls i ins nstruction ( n (often o n one ne s sho hots) a and nd inf nforma mation li n literacy ( y (sustaine ned o

• r i

int ntegrated le learni ning ng e experienc nces) More f focus o

• n f

n forma mative a assessme ment nt: : ident ntifyi ying ng g gaps i in le n learni ning ng t thr hrough h specifically d lly designe ned a activities

IMPLICATIONS

Curriculu lum r m revision/ n/coordina nated curriculu lum m Ins Institution- o n- or p program-s m-specific le learni ning ng

• utcome

mes t to b be d develo loped lo locally lly Potent ntial t l to u use s student nts a as p partne ners i in n action r n research h Wha hat o

• the

her i impli lications ns d do y you a ant nticipate?

PERSONAL IMPLICATIONS

Revision o n of c credit-b

• bearing

ng i inf nforma mation n li literacy c y course. . Various skills and conceptual learning components integrated under a threshold concept

THRESHOLD CONCEPT INTEGRATION Example:

Scho hola larshi hip i is a a C Conversation structures Database searching References and citations Issues of format and mode

SCHOLARSHIP IS CONVERSATION TEACHING MODULE (TEAM SLYTHERIN)

THRESHOLD CONCEPT INTEGRATION Example: Searchi hing ng i is S Strategic allows for new vistas Research as iterative process Value of serendipity Database searching

PERSONAL IMPLICATIONS

• Enhanced conversations with faculty

members

• Potential player in our forthcoming upper

level IL requirement (in the major)

• Potential extension of our metaliteracy

badging system to include threshold concepts (metaliteracy.learningtimes.net)

ACRL’S PLANS (ASSUMING APPROVAL) Mult lti-p

• prong

nged e educationa nal a l approache hes Creation o n of o

• nli

nline ne s sand ndbox Appoint ntme ment nt o

• f a

a li librarian t n to o

• versee

the hese e efforts Appoint ntme ment nt o

• f s

sma mall, ni ll, nimb mble le imple leme ment ntation t n task f k force

35

ACTIVITY

Work in small groups Take 10 minutes to come up with a possible class activity or assignment that addresses an element of Research as Inquiry (DRAFT!):

Research a h as Inq Inquiry r y refers t to a an u n und nderstand nding ng tha hat r research i h is i iterative a and nd d depend nds u upon n aski king ng i inc ncreasing ngly c ly comple lex o

• r ne

new q questions ns who hose a ans nswers d develo lop a additiona nal q l questions ns

• r li

line nes o

• f i

inq nquiry i y in a n any f y field ld. .

RESOURCES NOT ALREADY CITED

ACRL F Frame mework w k website ht http:/ ://acrl.a l.ala la.o .org/ils lstand ndards/ Hofer, A , Amy R y R., L ., Lori T Towns nsend nd, a , and nd Ko Korey Brune

• netti. “

. “Trouble lesome me Conc ncepts a and nd Inf Informa mation L n Literacy: In y: Investigating ng T Thr hresho hold ld C Conc ncepts for IL IL Ins Instruction." n." portal: L : Libraries es a and t the A e Academ emy, , 12, no , no. 4 . 4 (2012): 3 : 387-4

• 405.

. Towns nsend nd, L , Lori, , Ko Korey Brune netti, a , and nd A Amy R y R. H . Hofer. " . "Thr hresho hold ld Conc ncepts a and nd Inf Informa mation L n Literacy." ." portal: L : Libraries es a and t the e Academ emy, , 11, no , no. 3 . 3 ( (2011): 8 : 853- 6

• 69.

.