Shifting our Focus, Evolving our Practice

A Collaborative Conversation about the ACRL Framework for Information Literacy

for Higher Education

Donna Witek Danielle Theiss Joelle PittsPublic Services Librarian Director, De Paul Library Instructional Design Librarian The University of Scranton University of Saint Mary Kansas State University@donnarosemary @danielletheiss @jopitts

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We invite you to tweet during our panel using our session hashtag:

#ILshift

...and the conference hashtag:

#acrl2015

Panelists on Twitter:

@donnarosemary

@danielletheiss

@jopitts

What are the challenges to implementing the Framework at your institution in the areas of → instructional design → assessment→ collaboration ?

What are the opportunities the Framework provides for your individual and program-level work in → instructional design→ assessment → collaboration ?

You tell us...#ILshift #acrl2015

Discuss with your neighbor, then tweet to #ILshift to share your responses.

This is the Framework’s invitation to us. What does it look like to accept this invitation?

“The Framework opens the way for librarians, faculty, and other institutional partners to redesign instruction sessions, assignments, courses, and even curricula; to connect information literacy with student success initiatives; to collaborate on pedagogical research and involve students themselves in that research; and to create wider conversations about student learning, the scholarship of teaching and learning, and the assessment of learning on local campuses and beyond” (Framework for information literacy, Introduction).

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Instructional Design within the Framework

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Joelle Pitts@jopitts

Overview of Instructional Design Lens

“Translating pedagogical research and practice into instructional curriculum specifically crafted to produce desired learning outcomes” - Colorado State University Teaching Center

● IDLs typically employed by larger institutions○ Charged with creating learning

objects and instructional experiences focused on info lit

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ID Themes in the Framework

Metaliteracy● Emphasis on producing and

sharing in participatory environments - Mackey & Jacobson, 2011

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ID Themes Cont.

● Constructivism○ “The human mind does not simply

take in the world but makes it up in an active way” - Brandt & Perkins, 2000

● Making meaning○ Questions that determine long-term

storage:■ Does this make sense?■ Does this have meaning?

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ID Themes Cont.

Making meaning● Intrinsic vs. extrinsic

motivation

Extrinsic:PointsGradesPraisePrizesMoneyLevels

Intrinsic:MasteryMeaning

Self-knowledgeAutonomyBelonging

Power

Images: CC

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ID Themes Cont.

A Framework for better learning● Frames provide context, helping librarians

help learners create meaning and retain learning - Sousa, 2011

● ‘Framework’ of associative networks - Sousa, 2011

● “Big Ideas” - Wiggins and McTighe, 2005

● Threshold Concepts - Meyer and Land, 2003

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Instructional Design in Practice

New Literacies Alliance● Suite of shared online content/lessons

mapped to Framework knowledge practices

● Formed around foundational principles○ Metaliteracy/lifelong learning○ Technology, vendor and institution-

agnostic○ Leveling platform○ Peer-reviewed Open Education

Resource (OER)○ Outcomes-based instruction○ Reuse existing content

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Instructional Design in Practice

Start with knowledge practices, big questions, create outcome statements

● Research as Inquiry, Searching as Strategic Exploration frames

○ Scope of Investigation○ Choosing the “Right” Information○ Search Strategies

Divergent thinking

Convergent

Divergent

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Instructional Design in Practice

Brainstorm big ideas, but help make meaning on a personal level

Instructional designers storyboard and rapid prototype each lesson

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Tips for Instructional Design

Teach for transfer● Connect content to patron emotions● Learn by doing● Visit the important topics often rather than just one intense exposure (one-shot) -

Sousa, 2011

Connect YOUR past experiences teaching information literacy to the new framework

● Rethink, reimagine, refocus, but also reuse

Consider a rapid prototyping approach

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Assessment within the Framework

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Danielle Theiss@danielletheiss

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Assessment within the Framework itself

What do we assess?

Tools and techniques versus concepts

Shift from focus on “right rules” in assessment strategies to “conceptual understandings”

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Assessment within the Framework

Assessment using the Framework

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Strategies for “how to assess”

Use existing assignments and evaluate them using the framework and then adapt

Informal structured assignments help assess if students are engaged with concept and rules for games become separate learning objectives Meyer and Land, 2003

Create assignments which highlight framework and shift focus from “mimicking the right rules to conceptual understanding”

why was the article or book written?who has authority? how do you know this resource is on your topicLu, Hofer, and Townsend, 2014

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Assessment using the Framework: Reflect

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Other strategies

Right/Wrong → Learning Outcomes → Conceptual Ideas Assignments take a “declarative approach where students represent their knowledge”

● concept mapping● think aloud exercises● logs Meyer and Land, 2003

“learning as an excursion” reflection as part of the journey

Shift from student to practitioner (consumers and creators)

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Basic Learning Outcome Formula

Audience Action Impact

Student will be able to map (list, brainstorm, etc.) characteristics of authors deemed as trustworthy on a topic

link to threshold concept

Authority is Constructed and ContextualOakleaf, 2014

#ILshift #acrl2015Assessment using the Framework: Creating Framework Outcomes

Assessment using the Framework

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Sample Reflection Assignment

Works cited project (current, standard assignment)

Add reflection component to assignment

--annotated bibliography component that says how the student will use the sources and also include several sources student would not use and why

Reflection Exercise Outcome StatementStudents will reflect on types of sources deemed trustworthy on a topic (Authority is Constructed and Contextual)

Lu, Hofer, and Townsend, 2014; Oakleaf, 2014

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Institutional Learning Objectives (ILOs)

Student Learning Objectives (SLOs)

Accrediting Institutions

Assessment in Action, Value of Academic Libraries

#ILshift #acrl2015Assessment using the Framework: Wider Community

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Tips for Assessment

Look at current assignments and adapt them with a new framework assessment component

Connect your assessment strategies to your university’s assessment plan (SLOs, ILOs, accreditation criteria)

Start small and seek guidance from others (via ACRL webinars, blogs, listservs)

We are all transforming and can do it better with help from others!

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Donna Witek@donnarosemary

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Collaboration with Faculty across Disciplines

Overview of Collaborator Lens#ILshift #acrl2015

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Information literacy as…

→ shared

→ situated

→ scaffolded

Overview of Collaborator Lens#ILshift #acrl2015

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Collaboration through...

→ shared LANGUAGE GOALS RESPONSIBILITY

→ situated WITHIN DISCIPLINES

→ scaffolded ACROSS CURRICULUM

Collaboration within the Framework#ILshift #acrl2015

→ shared LANGUAGE GOALS RESPONSIBILITY

Image by Teresa Grettano for “We’re all mad here”: Fostering Metadiscourse on Metaliteracy, CCCC 2015

- Mazziotti and Grettano, 2011

Collaboration within the Framework#ILshift #acrl2015

→ situated WITHIN DISCIPLINES

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Collaboration within the Framework#ILshift #acrl2015

→ scaffolded ACROSS CURRICULUM

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Collaboration in Practice#ILshift #acrl2015

Develop an elevator speech for the Framework that is specific to your institutional context:

Read through and reflect on the Framework... → individually → with colleagues in your IL program → with faculty you’re already collaborating with (and thus already have a collaborative relationship/partnership with)

Be inspired!

Describe the key takeaways from the Framework re: its impact on teaching and learning

Tweets used with permission via source

Collaboration in Practice#ILshift #acrl2015

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Graft the Framework onto collaboration initiatives that already exist in your information literacy program:

Information Literacy Stipend Program at The University of Scranton

Excerpts from the Framework hosted on the library’s information literacy pages

→ Reenvision the work you’re already doing through the lens of the Framework.

Collaboration in Practice#ILshift #acrl2015

Image public domain via source

Find the IL choir on your campus (even if they don’t know they are) and preach to it:

Faculty development workshops re: the Framework slated for Fall 2015 at UofS

Faculty Development Specialist in our Center for Teaching & Learning Excellence already on board to help us plan

Inviting past recipients in the Information Literacy Stipend Program to help develop and plan (and deliver?) these workshops for their faculty colleagues

Tips for Collaboration#ILshift #acrl2015

Read and reflect on the Framework to develop your own understanding of its significance in your IL instructional practice. → Don’t be afraid of “slow learning” for yourself and your collaborators re: the Framework - Mader, 2015

Connect and map the Framework to your current IL initiatives and to knowledge domains within the broader curriculum. → Identify the shared goals between IL and the disciplines on your campus

Identify potential collaborators whose work demonstrates obvious overlap with the Framework and reach out to start a conversation. → Strategically seed the curriculum with each new conversation and collaborative partnership → Hint: There is immense resonance between information literacy as defined by the Framework and the goals of First-Year Writing/Composition as defined by the CWPA, NCTE, and NWP in the Framework for Success in Postsecondary Writing (pdf), 2011

Discussion ~ Q&A ~ Idea Sharing

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Donna WitekPublic Services LibrarianThe University of Scrantondonna.witek@scranton.edu @donnarosemary

Danielle TheissDirector, De Paul LibraryUniversity of Saint Marydanielle.theiss@stmary.edu @danielletheiss

Joelle PittsInstructional Design LibrarianKansas State Universityjopitts@ksu.edu @jopitts

Thank you!

Works Cited & Sources for Further Reading#ILshift #acrl2015

Brandt, R. S. & Perkins, D. N. (2000). The evolving science of learning. In R. S. Brandt (ed.), Education in a New Era (pp. 159-183). Alexandria, VA: Association for Supervision and Curriculum Development.

Framework for information literacy for higher education. (2015). Association of College and Research Libraries.

Framework for success in postsecondary writing (pdf). (2011). Council of Writing Program Administrators, the National Council of Teachers of English, and the National Writing Project.

Grettano, Teresa, & Donna Witek. (2015). “We’re all mad here”: fostering metadiscourse on metaliteracy. Presented at the Conference on College Composition and Communication, Tampa, FL, March 18-21. 2-15.

Lu, Silvia, Amy R. Hofer, & Lori Townsend. (2014). Assessing threshold concepts for information literacy. Presented at the Reinventing Libraries: Reinventing Assessment Conference, New York City, NY, June 6, 2014.

● Presentation handout: Overview and Assessment (pdf)● Example assignment: Citation Sleuthing (pdf) ● Example assignment: Movie Views and Reviews (pdf)

Mackey, T. P. & Jacobson, T. E. (2011). Reframing information literacy as a metaliteracy. College & Research Libraries, 72 (1): 62-78.

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Works Cited & Sources for Further Reading#ILshift #acrl2015

Mackey, Thomas P., & Trudi E. Jacobson. (2014). Metaliteracy: reinventing information literacy to empower learners. Chicago : ALA Neal-Schuman.

Mader, Sharon. (2015). Putting the framework for information literacy into action: next steps. [webinar] ACRL Presents.

Mazziotti, Donna, & Teresa Grettano. (2011). “Hanging together”: collaboration between information literacy and writing programs based on the ACRL standards and the WPA outcomes (pdf). Presented at ACRL 2011, Philadelphia, PA, March 30-April 2, 2011.

Meyer, Jan H.F., & Ray Land. (2003). Enhancing teaching-learning environments in undergraduate courses (pdf), ETL Project, Occasional Report 4. Oakleaf, Megan. (2014). A roadmap for assessing student learning using the new Framework for Information Literacy for Higher Education (pdf). Journal of Academic Librarianship. Preprint.

Sousa, David A. (2011). How the brain learns (4th ed.). Thousand Oaks, CA: Corwin.

Wiggins, Grant, & Jay McTighe. (2005). Understanding by design (Expanded 2nd ed.). Alexandria, VA: Association for Supervision and Curriculum Development.

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