Presented at LILAC 2016

1. Student2Scholar:
Rethinking online information literacy
using the ACRL’s new Framework
Monique Flaccavento
Acting Director, Ontario Institute for Studies in Education (OISE) Library
March 22, 2016
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2. Session Overview
• Introduction to Student2Scholar (S2S)
o Quick overview
o The team
o Funding
o Timelines
• A closer look at S2S
• S2S and the ACRL Framework
• Who is using S2S and how?
• Rewards & challenges
• Q & A
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3. www.student2scholar.ca
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5. The Student2Scholar Team
Initially nine team members:
• project lead: Dr. Elan Paulson (Western)
• librarians: Melanie Mills (Western); Christena
McKillop (Western); Denise Horoky (Western);
Monique Flaccavento (U of T); Jenaya Webb (U
of T); Cory Laverty (Queen’s)
• instructional designer: Caroline Whippey
(Western)
• project manager: Colin Couchman (Western)
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6. 6

7. The Student2Scholar
(S2S) Team
The team grew over time to include additional
librarians, instructional designers, graphic
designers, faculty members, a web developer,
graduate students, and support staff
The full list of project collaborators is listed at:
http://student2scholar.ca/index.php/about-us
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8. Funding
Development of the Student2Scholar modules
was funded by the Shared Online Course Fund,
as part of the Ontario Ministry for Training,
Colleges and Universities’ Ontario Online
Initiative.
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9. Budget
Funding covered:
• Release time for librarians
• Cost of hiring:
o A graphic design firm (for website; badges)
o A web application developer
o An articulate storyline developer
o A screencast developer
o A graduate student to develop PowToon videos
o Graduate students as writers (to develop scripts, etc.)
• Copyright permissions
• Cost of securing domain name for website
• Gift certificates for students participating in usability testing
• Travel expenses (train travel) for team members
• Catering / meals for face-to-face meetings
($75,000 CDN)
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10. Project Timelines
Fall 2014
Winter
2015
Spring
2015
Summer
2015
Fall
2015
Proposal
Submitted
Nov 2014
Funding
Approved
Jan 2015
Design Develop Test
Launch
Dec
2015
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11. Modules Overview
• Pre-module: Collecting citations and creating bibliographies
• Module 1: Thinking like a researcher
• Module 2: Defining your research
• Module 3: Introductory search techniques for research
• Module 4: Advanced search techniques for research
• Module 5: Exploring grey literature
• Module 6: Understanding design and authority in research
• Module 7: Publishing and research impact
• Module 8: Your rights and responsibilities as a scholar
• Module 9: Joining the scholarly conversation

12. Activities
Modules include a variety of including:
• Pre- and post- assessments
• Videos (TED talks, screencasts, whiteboard videos,
PowToon videos, etc.)
• Readings
• Interactive tutorials (made in Articulate Storyline)
• Online research workbook (critical reflections,
worksheets, etc.)
• Downloadable handouts
• Quizzes
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13. Facilitator’s Guide
• Map of learning outcomes (i.e. S2S learning
outcomes mapped to the ACRL threshold concepts
and to the Council of Ontario Universities’ Graduate
Degree Level Expectations)
• List of all 143 S2S activities
• Suggested extension activities
• Additional resources: statement of design;
information about copyright permissions and
references, navigation and completion time, badges,
course integration, etc.
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14. Framework for Information
Literacy for Higher Education
Filed by the Association of College &
Research Libraries (ACRL) Board February 2,
2015. Adopted by the ACRL Board January
11, 2016.
http://www.ala.org/acrl/sites/ala.org.acrl/files/c
ontent/issues/infolit/Framework_ILHE.pdf
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15. The Importance of Metacognition
“This Framework depends on…core ideas of
metaliteracy, with special focus on
metacognition, or critical self-reflection, as
crucial to becoming more self-directed in [the]
rapidly changing ecosystem.”
Association of College & Research Libraries. (2015). Framework for information
literacy for higher education. http://www.ala.org/acrl/standards/ilframework
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16. Knowledge Practices & Dispositions
Knowledge practices: “demonstrations of ways in
which learners can increase their understanding
of…information literacy concepts.”
Dispositions: “ways in which to address the
affective, attitudinal, or valuing dimension of
learning.”
Association of College & Research Libraries. (2015). Framework for
information literacy for higher education.
http://www.ala.org/acrl/standards/ilframework
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17. Sample S2S Activities
• Module 1, Part B – Your Journey as a
Scholar
• Module 7, Part B – The Peer Review
Process
• Module 8, Part A – The Value of Research
Information
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18. Who’s using S2S?
Google Analytics for Jan. 7 – Mar. 6, 2016
Countries
• Total sessions: 1159
• Canada: 967
• United States: 70
• Australia: 11
• United Kingdom: 10
Cities in Canada
• *Toronto: 351
• London: 165
• Kingston: 84
• *Mississauga: 53
• Windsor: 48
• *Newmarket: 35
• Ottawa: 30

19. How is S2S being used?
• Co-curricular record (e.g. Graduate Professional Skills
program at U of T)
• Modules / activities embedded in courses
• To support and enhance in-person IL sessions
• And possibly other uses (e.g. for independent study)

20. Rewards & Challenges
What are some of the rewards and challenges
of collaborating on a large scale project with
partners from other institutions?
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21. Questions?
Monique Flaccavento
monique.flaccavento@utoronto.ca
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Thank you!