Keynote Presentation: Grappling with the ACRL Framework

Trudi Jacobson

TrudiTrudi Jacobson, Head of the Information Literacy Department at the University at Albany and Distinguished Librarian, served as the co-chair of the ACRL task force that developed the new Framework. Her research interests include metaliteracy, digital badging, and blended learning. She has co-authored two books, Metaliteracy: Reinventing information literacy to empower learners (Neal-Schuman/ALA Editions, 2014, with Tom Mackey) and Motivating Students in Information Literacy Classes (Neal-Schuman, 2004, with Lijuan Xu), and co-edited numerous others. Her newest book, Metaliteracy in Practice (co-edited with Tom Mackey), was just published by Neal-Schuman/ALA Editions. She is currently grappling with designing a new arts and humanities information literacy course that will be based upon the Framework. She was awarded the Miriam Dudley Instruction Librarian award in 2009.

Panel Presentation: Seminal and Threshold Concepts

Robert Bangert-Drowns

Robert Bangert-Drowns

Robert L. Bangert-Drowns is Dean of the School of Education and an associate professor in the Department of Educational Theory and Practice at the University at Albany.  He earned his joint Ph.D. in Education and Psychology from the University of Michigan in 1986 and joined the faculty of the University at Albany in 1987. Dr. Bangert-Drowns is widely cited for his work in the areas of instructional technology, meta-analytic methodology, and educational programs designed for the prevention and rehabilitation of drug-related social problems.  He was the recipient of the Harold E. Mitzel Award for Meritorious Contribution to Educational Practice Through Research from the Journal of Educational Research and the Hinsdale Scholar Award for Scholarship and Professional Promise from the University of Michigan’s School of Education. Dr. Bangert-Drowns is currently investigating instructional programs for enhancing higher-order thinking, the effectiveness of writing across the curriculum programs, and the quality of students’ thinking in interactions with instructional technologies. He directs the Albany Consortium for Research in Instructional Design and Theory (ACRIDAT), a forum and work group for students and faculty interested in research on instruction.

Richard Fogarty

Richard FogartyRichard S. Fogarty is Associate Professor of History and Associate Dean for General Education at the University at Albany, SUNY. He earned his PhD at the University of California, Santa Barbara, and is a specialist in the history of modern France and Europe, war and society, and race and racism. He is the author of Race and War in France: Colonial Subjects in the French Army, 1914-1918 (Johns Hopkins University Press, 2008) and co-editor, with Andrew Tait Jarboe, of Empires in World War I: Shifting Frontiers and Imperial Dynamics in a Global Conflict (I.B. Tauris, 2014). Over the past five years, he has helped design and implement changes to the University at Albany’s General Education Program, which include embedding more up-to-date and advanced approaches to Information Literacy in disciplinary contexts in each of the university’s undergraduate majors.

Michele Forte

MicheleForteMichele Forte is an assistant professor and mentor at SUNY Empire State College in the area of Community and Human Services. She is a licensed social worker and for twelve years was a social worker at the Epilepsy Foundation of NENY (Northeastern New York). Her doctoral degree from the University at Albany is interdisciplinary, with a focus on social welfare and women’s studies. Her teaching background includes 12 years at SUNY Albany in Project Renaissance, an innovative freshman-year experience program. She was a member of a Lumina funded project team that developed the Global Learning Qualifications Framework (GLQF). Present work with Lumina involves building connections between diverse credentials and the development and testing of a national credentialing beta framework. She has co-developed four Coursera MOOCs, and a similar number of SUNY grant funded projects – including co-PI in the first Metaliteracy SUNY IITG (Innovative Instruction Technology Grant), was co-developer of the expanded Metaliteracy Learning Objectives, and co-presented and participated in the first metaliteracy connectivist MOOC. She is currently reassigned to SUNY system to hone student supports initiatives in distance education. Dr. Forte’s interests include workplace embedded learning and mentoring, the alignment of industry and academic competencies and guidelines to guide degree creation, and investigating the connections between uses of social media and processing various stages in the grief/loss cycles.

Joel Sodano

Joel Sodano is a doctoral candidate and Lecturer in English at the University at Albany where he teaches writing, literature, and media literacy courses, using the collaborative pedagogy of Team-Based Learning. His scholarly work in eighteenth-century literature and culture explores connections between the parallel discourses of Enlightenment philosophy and the history of emotion through the intersecting medium of prose fiction and the rise of the novel. He focuses specifically on how literary texts performed a consciously negotiated shift from classical “passions,” as external, involuntary motivating forces, to modern “emotions,” as internal, rational processes of experience. His article length essay on this subject is forthcoming in The Eighteenth Century: Theory and Interpretation.