Core Concepts in Your Classroom: The Max’s 5×5 Instructor Series
Presenter: Jenna Barry, Naugatuck Valley Community College
The Max’s 5×5 instruction series was offered to NVCC faculty beginning in Fall 2015 as a way to expand avenues of collaboration and introduce some of the core concepts of the Framework in a classroom setting.
The 5 “Max’s” sessions, taught in 25 minutes or less and delivered on site in the classroom, are MLA or APA citation, The Research Process, Popular vs. Academic Sources, Using and Citing Alternate Sources, and Evaluating a Website. Instructors were invited to choose one or two of the topics to be delivered during a regular class session. Librarians were able to reach more faculty, including those who do not typically schedule a Library visit for an entire class period. Several instructors requested multiple 5×5 sessions throughout the semester, allowing librarians to meet with the same group of students as they progressed through the year and build on topics from previous sessions, an opportunity not typically afforded with one-shot information literacy sessions.
Advertising Library Instruction to Faculty Using a Framework Based Library Instruction Form
Presenter: Matt Bernstein, Fairfield University
This poster session will document how a library instruction request form was revitalized into a new online form focused on the Framework for Information Literacy for Higher Education. This new form allows professors to enter an instruction marketplace where they can choose topics for their library instruction session. Topics are broken into themes and subsequent lessons. While the form was initially developed to keep track of types of library instruction, librarians at Fairfield University also realized that this could serve as a prime marketing tool for library instruction.
Organization and Projects Engaged in the Framework
Presenter: Steve Black, College of Saint Rose
A list of resources from organizations working to support implementation of the ACRL Framework for Information Literacy, including the ACRL Instruction Section, ACRL’s Student Learning and Information Literacy Committee, the Community of Online Research Assignments, and the Library Orientation Exchange (LOEX).
A Framework for Course Revisions
Presenter: Leah Galka, SUNY Buffalo State
Buffalo State’s for-credit instruction courses needed a revision. Like many institutions, our course descriptions and learning outcomes hadn’t been revised in years and no longer reflected our current students’ needs and learning environment. We wanted to map our course descriptions and learning outcomes to national standards, and saw an opportunity with the new ACRL Framework.
Integrating the ACRL Framework into a Social Work Curriculum and Departmental Accreditation
Presenter: Eugene J. Harvey, SUNY Buffalo State
In Fall 2015, the Social Work Department at SUNY Buffalo State contacted the library to request the integration of library instruction into specific courses in their curriculum. Their request stemmed from concerns in addressing information literacy (IL) for Middle States accreditation and information management for SUNY’s General Education requirements. Since ACRL revised the IL standards into a new framework, it seemed like a strategic time to work toward introducing the department’s faculty to the IL revisions (i.e. the new IL frames).
Presenters: Trudi Jacobson, Kelsey O’Brien, Allison Hosier, Greg Bobish, Irina Holden, University at Albany, SUNY
Members of the Information Literacy Department at the University at Albany Libraries have begun to work on a digital badging system that will introduce students to the Framework. Several members of the department have experience with the Metaliteracy Badging System (metaliteracybadges.org), and began to envision the benefits of a flexible set of topics with linked activities that will allow learners to follow their own individualized path. Librarians and other instructors will be able to have students explore the frames, and they would issue badges to students whose culminating activities that have undergone review.
How well do Information Literacy Frameworks Encourage Critical Feminist Questions and Excavations of Untold or Buried Stories?
Presenter: Deborah LaFond, University at Albany, SUNY
Engaging with ACRL “information literacy frameworks” when discerning information on rape culture, Title IX and campus sexual assault policies or other social justice concerns could support discernment and analysis of this information. A feminist information literacy practice could empower individuals to participate, discern, locate and interpret key legal debates, and questions. Assignments often require that students contextualize problems within a much broader perspective of global logics of rape culture, militarism, threat, and silencing of women within academia, and critically evaluate questions addressing whether violence on women’s bodies may deter women from political activism. Examples of this practice by a librarian, students, faculty who have explored these issues utilizing these literacy frameworks will be shared. How this approach created more conscious activism to address these concerns will be shared. Problems encountered with the frameworks along the way will also be addressed.
Tracing the Methods: A Course Assignment’s Connection to the Information Literacy Framework
Presenter: Jeanette A. Moss, Northwestern University Library
This poster will describe how an assignment given in a first-year research and composition course relates to several of the frames in the Framework, but in particular: 1) Information Creation as a Process and 2) Authority is Constructed and Contextual. Poster elements will also include a description of the assignment, library instruction pedagogy, student learning outcomes, assessment of learning, and what students learned in their own words.
Flipping With the Framework
Presenter: Eric Poulin, Greenfield Community College
A one-credit information literacy class was taught at Greenfield Community College in the Fall of 2015 as a flipped classroom, with each unit directly mapping back to the Framework. Overall student engagement and success increased from past years as a result of this approach. Students seem more prepared for lifelong learning, with a greater understanding of the various issues involved with being a user, consumer, and creator of information. This approach also seems to lend itself well to being applied in an online environment.
The Professor-Librarian: Where Do We Teach?
Presenters: Pete Ramsey, Baylor University & Karen Sobel, UC Denver
Librarians offer instruction in many different course arrangements: from one-shots to partnerships with faculty on course-integrated information literacy, from full courses on information literacy to courses in other academic disciplines. Few researchers have examined the number of librarians who teach credit-bearing courses and the variety of administrative arrangements under which those courses appear in the curriculum. This poster reports on an original, national survey of “professor-librarians,” exploring their courses (types, credits, overall loads, and administrative arrangements), their compensation and tenure provisions, and the teacher training and support they receive. Analysis and discussion of survey responses offers a foundation for considering how librarians might integrate the information literacy framework into a variety of teaching roles, both including and outside of information literacy courses.
Crossing the Threshold: Re-Framing Our Instruction Assessment
Presenters: Daniel E. Ross & Tracy L. Paradis, SUNY Geneseo
Information literacy is a requisite competency for successful college students. Given how fast the information literacy landscape changes, librarians must work diligently to remain current. The threshold concepts enumerated in ACRL’s Framework for Information Literacy for Higher Education present an opportunity to refine our approach to instruction, particularly with incoming college freshmen. For a decade, librarians at SUNY Geneseo’s Milne Library have used an established assessment to measure the learning outcomes and effectiveness of library instruction sessions in our introductory writing classes. Recently, this assessment was revised based upon ACRL’s concepts, which represent a smaller number of transformative gateway competencies, and we expect will form a more appropriate set of goals and measurables for working with first-year students. Presenters will explain the role of the Framework in the revision process, review the assessment and its preliminary results, and discuss the potential benefits to libraries considering engaging in this process.