Panel presentation delivered during ACRL 2015. The framework for information literacy and its impact no student learning

1. The
Framework for Information Literacy
and its
Impact on Student Learning
#acrlframework

2. Merinda Hensley
Craig Gibson Sara D. Miller
Alan Carbery Carl DiNardo

3. What does it mean that
the ACRL Board “filed”
the Framework?

5. 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.

6. Collaborating with
Teaching & Learning Centers
Craig Gibson
The Ohio State University Libraries

7. Teaching and Learning Center Mission
and Activities
University Center for the Advancement of Teaching
Mission: “to support all those who teach” at Ohio State . .
Course Design Institutes
Teaching consultations
Learning communities of scholar-teachers
Graduate Teaching Assistant training
Special topics workshops
(critical thinking and inquiry, student anxiety and
learning)

8. 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)

9. 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

10. 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

11. 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

23. The Framework and
Integrative Studies
Sara D. Miller
Michigan State University

24. MSU Context
 Enrollment: 47,000
 Academic units decentralized
 85 librarians – 4 in infolit unit

25. MSU Undergraduate Context
36,000 undergraduates
Undergraduate Learning Goals
• Analytical Thinking
• Cultural Understanding
• Effective Citizenship
• Effective Communication
• Integrated Reasoning

26. 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

27. 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

28. 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

29. 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

30. Michigan State University Undergraduate Learning Goals
Analytical 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.

31. 2. Raise awareness of Framework concepts
 Workshops led with (or planned for)
• Graduate TA program
• 2015 Faculty Spring Institute workshop (F&OD)
• Subject librarians

32. 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?

33. 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?

34. 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

35. 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

36. Bridging with the Framework
Conversations Across
Campus

37. • Carl DiNardo

38. • Carl DiNardo
 Task Force Member
 Coordinator of Library
Instruction
 Science Librarian
 Eckerd College

39. • Carl DiNardo
 Task Force Member
 Coordinator of Library
Instruction
 Science Librarian
 Eckerd College
Kayak
Fisherman

40. Liberal Arts
Eckerd College

41. Liberal Arts
Eckerd College
St. Petersburg, FL

42. Liberal Arts
Eckerd College
St. Petersburg, FL
1,800 Undergrads

43. Liberal Arts
Eckerd College
St. Petersburg, FL
1,800 Undergrads
“Eckerd Bubble”

44. Where
We Are
IL

45. Where
We Are
IL
Where
We Want
To Be

46. Where
We Are
IL
Where
We Want
To Be

47. Where
We Are

48. Where
We Are
Faculty
Partnerships

49. Where
We Are
Faculty
Partnerships
Individual
Course Model

50. Where
We Are
Faculty
Partnerships
Individual
Course Model
By Colliguim

51. Where
We Are
Faculty
Partnerships
Individual
Course Model
By Colliguim
Thought to
Sequencing
Guiding
Discussions

52. Where
We Want
To Be

53. Where
We Want
To Be
More Global
&
Less Bubble!

54. Where
We Want
To Be
More Global
&
Less Bubble!
Librarians:
Education &
Cohesiveness

55. Where
We Want
To Be
More Global
&
Less Bubble!
Librarians:
Education &
Cohesiveness
Faculty:
Collaboration &
Curriculum
Mapping

56. Where
We Want
To Be
More Global
&
Less Bubble!
Librarians:
Education &
Cohesiveness
Faculty:
Collaboration &
Curriculum
Mapping
Administration &
Assessment

57. What About Gen Ed?

58. What About Gen Ed?
?

59. Group: Eckerd Librarians

60. Group: Faculty (the plan)
Pilot: Target
between 1
and 3
departments

61. Group: Faculty (the plan)
Pilot: Target
between 1
and 3
departments
Meet: Discuss
Framework
concepts &
our idea

62. Group: Faculty (the plan)
Pilot: Target
between 1
and 3
departments
Meet: Discuss
Framework
concepts &
our idea
Map the
curriculum

63. Group: Faculty (the plan)
Pilot: Target
between 1
and 3
departments
Meet: Discuss
Framework
concepts &
our idea
Map the
curriculum
Departmental
Partnerships

64. Group: Faculty (so far)
Connect with
Framework
concepts

65. Group: Admin (Assessment)

66. Group: Admin (Assessment)

67. Group: Admin (Assessment)

68. Group: Admin (Assessment)

69. Group: Admin (Assessment)

70. “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)

71. Final Thought

72. Final Thought
Students.

73. Final Thought
Students!

74. Thank You!

75. Old: #acrlilrevisions
New: #acrlframework