The heat has given way to warm breezes, all assignments have been submitted save the Final Project. Attention is now singly focused on completing the Final Project. When finished (or the due date arrives, whichever comes first), it will show up in Bb/Organizations as “LEP Information Literacy.”
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)
Create teacher and student facing materials to teach some element of yoru project. This must include a screencast.
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