Re-Inventing Library Instruction With the ACRL Framework

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Re-Inventing Library Instruction With the ACRL FrameworkRe-Inventing Library InstructionWith theACRL FrameworkDiane FulkersonUniversity of South Florida Sarasota-ManateeCOMO Athens, GA October 6, 2016Standards vs.FrameworkACRL Standards for Information LiteracyFive Standards22 Performance Indicators90 Learning OutcomesACRL Framework for Information LiteracySix Frames45 Knowledge Practices39 DispositionsThreshold ConceptsA threshold concept can be considered as akin to a portal, opening up a new and previously inaccessible way of thinking about something.--Meyer & LandPhoto by IPBrian (CC BY-NC-SA 2.0)Threshold Concept CharacteristicsTransformative--causes a shift in perspectiveIrreversible--once learned cannot be unlearnedIntegrative--unifies facts/lessons/concepts Bounded--defines the boundaries of a particular disciplineTroublesome--counter-intuitiveWhats the DifferenceStandards Focused on discrete skillsChecklist of skills for library instruction Framework Focus on knowledge based/transformative learningAdapt to institutional needsCollaborate with facultyUse one Frame or combine FramesACRL Standards RescindedACRL Standards rescinded June 2016Where do we go from here?Do we have to use the Framework?New opportunitiesNew OpportunitiesLess is moreFlexibilityDecrease emphasis on skillsKnowledge based learning/discoveryImproved one-shot classesCollaboration with facultyExplore your optionsOne-ShotsPhoto by Kwansiripat (CC BY-NC 2.0)Creating One-ShotsUse course assignments/syllabusDetermine appropriate frame or framesIdentify desired outcomesUse Knowledge Practices/DispositionsDevelop materials--including worksheets Create assessment methodsFormative, summative or a combination Instructional Design Understanding by Design (UbD) (Wiggins and McTighe, 2000)Also known as Backward DesignStart with desired results (learning outcomes)Select one or more framesLearning outcomes align with Frame and assignmentInstructional DesignDevelop assessmentWorksheetsOne-minute paperClass discussionCreate instructional materials/learning objectivesStages of Understanding by DesignStage 1: Desired results based on essential questionsStage 2: Evidence of student ability toStage 3: Learning activities need to...Instructional DesignFocus on the stuck placesEngaging and relevantUse course assignment/projectWork with facultyImprove design of instructional materialsBigger picture--think outside the boxInstructional DesignUse a templateTemplate Exampleshttp://slulibrary.saintleo.edu/frameworkhttp://ulinstructors.web.unc.edu/ilbd-template/Performance AssessmentsResearch logReflective writingSelf or Peer evaluationsOpen-ended questionsWorksheetsDiscussionConcept mapAssessmentTwo questions to ask when developing assessmentHow will you know students achieved the outcome?How will students demonstrate they achieved it?ExamplesUsing the FramesInOne-Shot ClassesPsychology Research Methods ClassStudent assignment:Research paper with literature reviewFrames selected:Research as InquiryScholarship as ConversationIn class activityFind one or two articles about their topicUse literature review matrix to synthesize main ideasHospitality ManagementStudent assignment:Develop a HR recruitment plan for a local resortFrame selected:Searching as Strategic ExplorationIn class activity answer two questionsWhat do they know about the resorts current recruitment practices?Where will you find the information and what types of information will you need?Marketing ResearchStudent assignment focused on re-launching a failed productAssignment requires them to create an infographic for the productFrame(s) selected: Information Creation as Process Searching as Strategic ExplorationIn class activity: Evaluate an infographic for an existing product or serviceDetermine information need for projectResources to create an infographicPhysics ClassStudent assignment:Develop a physics research question based on surroundings @ Mote MarineCreate a presentation and paper similar to Science articleFrames selected:Information Creation as a ProcessResearch as Inquiry and/or Searching as Strategic ExplorationIn class activity used popular media to find primary scientific sourcesPublic Speaking ClassStudent assignments: five speeches & a special topics paperStudents must cite sources used in their assignmentsFrame selected: Information Has ValueIn class activityCreate citations for different sourcesUsed different online citation toolsDiscussed the limitations of online toolsISS Special Topics ClassStudent assignment: research paper on class topic of domestic violenceFrames selected:Authority is Constructed and Contextual Information Creation as a ProcessIn class activityStudents worked in groups to identify bias in different sourcesWorksheet with questions to identify biasCriminal Justice Research MethodsStudent assignment: develop a research proposal Project includes an annotated bibliographyStudents need 10 scholarly/peer-reviewed articlesFrames selected:Scholarship as Conversation In class activityStudents wrote an annotation for an article (articles were provided by librarian)Thank You!Questions, Comments, or ConcernsContact InformationDiane Fulkersondfulkerson@sar.usf.edu