Look for other communities and networks or host a network events. Choice is yours. Never one to determine how folks have to interact with strangers. You can lurk and learn or lead and learn. Both valuable

Laura Saunders’ blog (Simmons) – Information Literacy Frameworks & Social Justice

Shiela Webber’s blog (Sheffield, UK) – Information Literacy Weblog

The Librarian’s Guide to Teaching Podcast (Amanda Piekart, Berkeley College; & Jessica Kiebler, Pace University) – Episode 15: ACR: Framework Series – Part II

Rule Number One: A Library Blog (Dani Brecher Cook, UC-Riverside; & Kevin Michael Klipfel, USC)

Choose a learning theory to guide your work. Explain the connections

Vygotsky.

Sociocultural interaction can take place by proxy through artifacts. In this case, I interacted with the ACRL Framework as it is relatively new and information literacy in higher education is expected to be assessed using these six frames. The literature (and professional conversations) suggested the Framework was difficult to understand and more difficult to try and implement. Searches suggested very few had tried.

The results of literature searches were sorted to be used as a scaffold to trying to understand the two sides.

During literature and Web searches a few sources (universities) turned up as starting to develop materials. So few sources were found that it was understandable why Bucknell University put their material on the Web in editable files (under Creative Commons) with the invitation to please take, edit, use. The University of Western Cape (New Zealand) posted a series of videos for teaching faculty wanting to incorporate the Frames. A few rubrics were found. All of these were used as proxies for More Knowledgeable Others and as more concrete ways of developing my understanding of at least how others interpreted the Framework.

I do have a colleague who I constantly exchange emails with and talk on the phone (several hours each week) talking through these various sources and how to to craft from all this a self-study product for Southern students.

Because I have been asked t share the resources I collected, I’m putting them here. Immediate I ran into a problem: I moved just over 4K files from an old computer to a new one and I’m getting a lot of alias errors and fixing isn’t working so I need to go back and recollect items – bother. Also the new laptop is only a 13″ screen (old one was 16″ and what a difference it made) and I’m having a difficult time adjust the way I work. In addition to the links below, I have Joanna Burkhardt’s 2016 book of sample exercises – Teaching Information Literacy Reframed.

The project begins from the need to turn a 2016 Framework for Information Literacy for Higher Education that replace ** into a self-study product. Let’s see if I can add the actual Framework document – bother; okay, here is the link to the Framework document. For articles, following is the bibliography of items available through Buley databases or directly on the Web: 

Badke, W. (2015). The effect of artificial intelligence on the future of information literacy. Online Researcher, 39(4), 71-73. https://cscu-scsu-primo.hosted.exlibrisgroup.com/permalink/f/1dtclms/TN_proquest1702929538

Battista, A., et al. (2015). Seeking social justice in the ACRL Framework. Communications in Information Literacy, 9(2), 111-125. https://files.eric.ed.gov/fulltext/EJ1089152.pdf

Branch, N. A. (2019). Illuminating social justice in the Framework: Transformative methodology, concept mapping, and learning outcomes development for critical information literacy. Communications in Information Literacy, 13(1), 4-44. https://cscu-scsu-primo.hosted.exlibrisgroup.com/permalink/f/1dtclms/TN_proquest2307371263 

Bruce, C., et al. (2017). Information literacy and informed learning: Conceptual innovations for IL research and practice futures. Journal of Information Literacy, 11(1), 4-22. http://dx.doi.org/10.11645/11.1.2184 https://cscu-scsu-primo.hosted.exlibrisgroup.com/permalink/f/1dtclms/TN_swepuboai:DiVA.org:lnu-63778

Carter, S., Koopmans, H., & Whiteside, A. (2018). Crossing the studio art threshold: Information literacy and creative populations. Communications in Information Literacy, 12(1), 36-55. https://cscu-scsu-primo.hosted.exlibrisgroup.com/permalink/f/1dtclms/TN_proquest2307377775

Curtis, R. (2016). Information Literacy Advocates: developing student skills through a peer support approach. Health Information and Libraries Journal, 33(4), 334-339. https://onlinelibrary.wiley.com/doi/full/10.1111/hir.12156

Elm, J. (2017). Lessons from forty years as a literacy educator: An information literacy narrative. Journal of Information Literacy, 11(1)
http://dx.doi.org/10.11645/11.1.2190

 ojs.lboro.ac.uk › JIL › article › download › PRA-V11-I1-2

Gammons, R. W., & Inge, L. T. (2017). Using the ACRL Framework to develop a student-centered model for program-level assessment. Communications in Information Literacy, 11(1), 168-184. https://files.eric.ed.gov/fulltext/EJ1148868.pdf

Garcia, L., & Labatte, J. (2015). Threshold concepts as metaphors for the creative process: Adapting the Framework for Information Literacy to studio art classes. Journal of the Art Libraries Society of North America, 34(2), 235-248. https://cscu-scsu-primo.hosted.exlibrisgroup.com/permalink/f/1dtclms/TN_jstor_csp10.1086/683383

Gersch, B., Lampner, W., & Turner, D. (2016). Collaborative metaliteracy: Putting the new information literacy Framework into (digital) practice. Journal of Library & Information Services in Distance Learning, 10:3-4, 199-214, DOI: 10.1080/1533290X.2016.1206788  https://www.tandfonline.com/doi/abs/10.1080/1533290X.2016.1206788

Goldstein, S. (Ed.). (2020). Informed societies: Why information literacy matters for citizenship, participation and democracy. London: Facet Publishing. Review: https://cscu-scsu-primo.hosted.exlibrisgroup.com/permalink/f/1dtclms/TN_proquest2353220181

Gregory, L., & Higgins, S. (2017). Reorienting an information literacy program toward social justice: Mapping the core values of librarianship to the ACRL Framework. Communications in Information Literacy, 11(1), 42-54. https://files.eric.ed.gov/fulltext/EJ1148827.pdf

Greer, K., & McCann, S. (2018). Everything online is a website: Information format confusion in student citation behaviors. Communications in Information Literacy, 12(2), 150-165. https://cscu-scsu-primo.hosted.exlibrisgroup.com/permalink/f/1dtclms/TN_proquest2307375960

Haren, S. M. (2019, April). Reframing from the ground up: Redesigning a credit-bearing information literacy course using the Framework for Information Literacy for Higher Education. C&RL News, 212-215. https://cscu-scsu-primo.hosted.exlibrisgroup.com/permalink/f/1dtclms/TN_proquest2210397908

Hess, A. N. (2015). Motivational design in information literacy instruction. Communications in Information Literacy 9(1), 44-59. https://cscu-scsu-primo.hosted.exlibrisgroup.com/permalink/f/1dtclms/TN_proquest1695792158

Levitcv, D. (2017, April). Using the Women’s March to examine freedom of speech, social justice, and social action through information literacy. Teacher Librarian, 44(4), 12-15. https://cscu-scsu-primo.hosted.exlibrisgroup.com/permalink/f/1dtclms/TN_proquest1888879518

Mery, Y., Newby, J., & Peng, K. (2012). Why one-shot information literacy sessions are not the future of instruction: A case for online credit courses. College & Research Libraries, 73(4), 366. https://cscu-scsu-primo.hosted.exlibrisgroup.com/permalink/f/1dtclms/TN_eric_sEJ1064890

Rivano Eckerdal, J. (2017). Libraries, democracy, information literacy, and citizenship: An agonistic reading of central library and information studies’ concepts. Journal of Documentation, 73(5),
1010-1033. DOI 10.1108/JD-12-2016-0152 https://cscu-scsu-primo.hosted.exlibrisgroup.com/permalink/f/1dtclms/TN_emerald_s10.1108/JD-12-2016-0152

Saunders, L. (2017). Connecting information literacy and social justice: Why and how. Communications in Information Literacy, 11(1), 55-75. https://files.eric.ed.gov/fulltext/EJ1148869.pdf

Sånchez Vanderkast, E. J. (2013). Information literacy, a cornerstone of democratic society: A component of an information policy. Communications in Computer and Information Science, 397, 79-85. https://link.springer.com/chapter/10.1007/978-3-319-03919-0_9

Schmidt Hanbidge, A., Tin, T., & Sanderson, N. (2018). Information literacy skills on the go: Mobile learning innovation.  Journal of Information Literacy 12(1), 118. http://dx.doi.org/10.11645/12.1.2322 https://cscu-scsu-primo.hosted.exlibrisgroup.com/permalink/f/1dtclms/TN_crossref10.11645/12.1.2322

Todd, R. J. (2017). Information literacy: Agendas for a sustainable future. Journal of Information Literacy, 11(1), 120-136.
http://dx.doi.org/10.11645/11.1.2233  https://ojs.lboro.ac.uk/JIL/article/view/PRA-V11-I1-7

 

Curate learning material. I have gathered “a bunch of resources” – they are somewhat “curated” in folders and subfolders; Have found more resources than anticipated.

Why did you choose these? There are the ACRL and AACU documentation that the project grew from. In searching I have found other universities that have attempted to put the new ACRL Frames/Framework into something understandable and implementable. Some are useful as models.

I began writing an Introduction as more of a conversation with myself to find boundaries to the project which has become more fuzzy than anticipated.

Choose a learning theory to guide your work. Experiential learning

Explain the connections. Finding, evaluating, and citing information has become messy and the rules for use fuzzy. ACRL has shifted from a more countable competency-base to a more overlapping system of transferable understandings that seem to match well with experiential learning though self-guided experiences and reflections.

GOAL 1 – DEVELOPMENT

Objective 1.1 – Create a series of learning objects (content units, practice exercises, assessment tools to support learning activities) around each of the six ACRL Frames; ensure learning objects are interoperable, reusable, accessible, manageable

Objective 1.2 – Embed in the collection of learning objects content and activities that support the LEP Key Elements for Information Literacy and the AAC&U VALUE rubric

Objective 1.3 – Construct the practice exercise around social justice themes

GOAL 2 – OUTCOMES ASSESSMENT

Objective 2.1 – Construct pre-/post- assessment based on AAC&U VALUE rubric

GOAL 3 –DELIVERY

Objective 3.1 – Create deliverable to assigned requirements (deliverable, bi-weekly updates on progress, screencast, learning activity w/ lesson plans & materials)

 

Final Project Goals and Timeline

 

7/20-7/24         – Create learning objects for two Frames

  • Authority is Constructed and Contextual; Content: types of authority, use of research
  • Information Creation as a Process; Content: capabilities and constraints of information

7/27-7/31         – Create learning objects for two Frames

  • Information Has Value; Content: giving credit to original ideas of others, understanding individual responsibility for making deliberate and informed choices
  • Research as Inquire; Content: formulating questions, determining scope, unpacking concepts

8/3-8/7             – Create learning objects for two Frames

  • Scholarship as Conversation; Content: citing work of others, placing scholarly conversation in context
  • Searching as Strategic Exploration; Content: determining scope of tasks

8/10-8/14         – Completion of pre-/post-assessment; assembly deliverable

8/17                 – Deliver completed project