the new framework for information literacy for higher education
TRANSCRIPT
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The New Framework for Information Literacy for Higher Education
Craig Gibson, Co-ChairThe Ohio State UniversityTrudi Jacobson, Co-ChairThe University at Albany
ACRL Information Literacy Standards for Higher Education Task Force
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Students’ experience of
research
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Describe students’ research skills in one sentence
(photo courtesy of UCD School of Medicine)
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Learners in Today’s Info Environment
• Students are overwhelmed, uncertain about “starting points” for academic research
• Students often do not understand the nature and scope of academic research assignments
• Students report being confused about the “open-endedness” of the research process—how to know when to conclude an assignment without precise instructions?
Alison Head, “Project Information Literacy: What Can Be Learned about the Information-Seeking Behavior of Today’s College Students?” Proceedings of the ACRL National Conference (2013), Indianapolis, IN, pp. 472-482.
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Learners in Today’s Info Environment
• Students use “tried and true” tools and resources (Google, Wikipedia, a small set of databases)
• Students may not expand their repertoire because of familiar assignment types (standard research paper)
• Students carry over to college many of their high school routines and practices for research
Alison Head, “Project Information Literacy: What Can Be Learned about the Information-Seeking Behavior of Today’s College Students?” Proceedings of the ACRL National Conference (2013), Indianapolis, IN, pp. 472-482.
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Learners in Today’s Info Environment
ContextThe single most important missing element for today’s learners in becoming information literate
• The “Big Picture” (summary, background, overview)• Information Gathering (finding and securing relevant
sources)• Language (understanding the meaning of words)• Situational (knowing the expectations of assignments, the
surrounding circumstances)Alison Head, “Project Information Literacy: What Can Be Learned about the Information-Seeking Behavior of Today’s College Students?” Proceedings of the ACRL National Conference (2013), Indianapolis, IN, pp. 472-482.
Alison Head, “Project Information Literacy: What Can Be Learned about the Information-Seeking Behavior of Today’s College Students?” Proceedings of the ACRL National Conference (2013), Indianapolis, IN, pp. 472-482.
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The Framework
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From Standards to Framework
Determine extent of information need
Access/Search
Evaluate
Use/apply
Consider ethical/legal/social issues
Scholarship
Authority
Information CreationSearching
Inquiry
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Thinking about a New Way of Framing Information
Literacy
• Focus on the information landscape or ecosystem
• Help students to understand the “why”
• Transcend particular skills and resources
• Focus on the human processes of knowledge creation, searching, reporting, writing, presenting instead of just the artifacts of these processes
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Publishers
OERs
Community organizations, experts
Social Media
CopyrightPeer review
Search Engines
Repositories
Databases
Open Access
Scholarly practices
Books, Journals, Papers
Media organizations
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Publishers
OERs
Community organizations, experts
Social Media
CopyrightPeer review
Search Engines
Repositories
Databases
OpenAccess
Scholarly practices
Books, Journals, Papers
Media organizations
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Goals for the Framework
• A flexible system of learning information literacy concepts that can be tailored to individual settings
• Recognizes the participatory, collaborative information environment: learners as content/knowledge creators, not just consumers
(Mackey and Jacobson, “Reframing Information Literacy as a Metaliteracy,” C & RL, 72 (1) 2011, pp. 62-78)
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Goals for the Framework
• Importance of metacognition (thinking about one’s own thinking)
(Mackey and Jacobson, “Reframing Information Literacy as a Metaliteracy,” C & RL, 72 (1) 2011, pp. 62-78)
• Recognition of affective factors (dispositions/habits of mind)
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Major Elements
of the
Framework
http://pixabay.com/en/puzzle-learn-arrangement-components-210785/
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Frame
Threshold Concepts
Dispositions
Knowledge Practices
Habits of mind
Behaviors demonstratingunderstanding
Underpinning ideas
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Threshold
Concepts
http://www.organicgardening.com/learn-and-grow/design-pro-thresholds-passages
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Threshold Concepts
• Early decision to use as the underpinning of the new Framework
• Based on work emanating from the United Kingdom: Meyer and Land, economics
• For information literacy, work by Townsend, Hofer, Brunetti and Lu
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Threshold Concepts
• A passage through a portal or gateway: gaining a new view of a subject landscape
• Involve a “rite of passage” to a new level of understanding: a crucial transition
• Require movement through a “liminal” space which is challenging, unsettling, disturbing—where the student may become “stuck”
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The Liminal State
Confusion, Anxiety, UncertaintyThe novice, beginner,
initiate, apprentice
Difficult ideasCounterintuitive ideasNew vocabularyUnfamiliar ways of thinking
Transformation, Integration, Shift in perspective
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Progression toward more sophisticated
understanding
Traversing the threshold
Basic (mis)Understandi
ng
Over the threshold
Initial State
Via librarian, professor, or experience
Through continued exposure in courses or other experience
Learner Progression for a Threshold
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Threshold Concepts
Transformative
Integrative
Irreversible
Bounded
TroublesomeHofer, Townsend, and Brunetti, 2012, 387-88, quoting Meyer and Land
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Threshold Concepts in Disciplines
• Geology: the scale of geologic time• Economics: opportunity cost• Accounting: depreciation• History: no unitary account of the
past• Writing/rhetoric studies: audience,
purpose, situatedpractice, genre
• Biology: photosynthesis• 3
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Threshold Concepts for IL
• Authority is Constructed and Contextual
• Information Creation as a Process
• Information Has Value
• Research as Inquiry
• Scholarship as Conversation
• Searching as Strategic Exploration
The concepts were identified through an ongoing Delphi study being conducted by L. Townsend, A. R. Hofer, S. Lu, and K. Brunetti, though the Task Force took some of them in new directions
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Research as Inquiry
Authority is Constructe
d and Contextual
Scholarship as
Conversation
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Frame: AUTHORITY IS CONSTRUCTED and CONTEXTUAL
Information resources reflect their creators’ expertise and credibility, and are evaluated based on the information need and the context in which the information will be used. Authority is constructed in that various communities may recognize different types of authority. It is contextual in that the information need may help to determine the level of authority required.
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AUTHORITY IS CONSTRUCTED and CONTEXTUAL
Knowledge Practices
Learners who are developing their information literate abilities do the following:
• Define different types of authority, such as subject expertise (e.g., scholarship), societal position (e.g., public office or title), or special experience (e.g., participating in a historic event).
• Use research tools and indicators of authority to determine the credibility of sources, understanding the elements that might temper this credibility.
• Understand that many disciplines have acknowledged authorities in the sense of well-known scholars and publications that are widely considered “standard”. Even in those situations, some scholars would challenge the authority of those sources.
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AUTHORITY IS CONSTRUCTED and CONTEXTUAL
DispositionsLearners who are developing their information literate abilities are:
• Inclined to develop and maintain an open mind when encountering varied and sometimes conflicting perspectives.
• Motivated to find authoritative sources, recognizing that authority may be conferred or manifested in unexpected ways.
• Aware of the importance of assessing content with a skeptical stance with a self-awareness of their own biases and worldview.
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Another, similar, Model . . .
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Backward Design (Wiggins & McTighe)
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Potential of the Framework
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Curriculum Redesign
Students
Faculty Librarians
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Curriculum Design Considerations
• Want students to stay in liminal state long enough to learn (B. Fister)
• Design with your colleagues who teach
• Work with faculty to develop assignments
• Position frames strategically across the curriculum
• Align threshold concepts with learning outcomes (or create new learning outcomes)
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Curriculum Design Considerations
• Design learning activities or lessons around threshold concepts
• Allow for confusion and uncertainty
• Revisit the concept more than once
• Revise learning outcomes if necessary
Adapted from: “Threshold Concepts: Strategies and Approaches.” Office of Learning and Teaching, Southern Cross University. Available at: http://scu.edu.au/teachinglearning.index.php/92)
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Curricular Positioning
Sch
ola
rsh
ip a
s a
Con
vers
ati
on Synthesis or
Capstone Courses
Research Methods or Writing Intensive
Courses
Freshman Inquiry Courses
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Co-Curricular Positioning
Field Experience
• Research as Inquiry
• Searching as Exploration
Service Learning
• Authority is Constructed and Contextual
• Information Creation is a Process
International
internships
• Information Has Value
• Scholarship as Conversation
Courses in Major
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Starting to Think about Assessment
Megan Oakleaf
“A Roadmap for Assessing Student Learning Using the New Framework for Information Literacy for Higher Education”
http://meganoakleaf.info/framework.pdf
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Learning Outcomes Oakleaf’s Roadmap
Write learning outcomes (ideally, locally)
Follow precepts of the Understanding by Design Model (Wiggins and McTighe, 2005), in which outcomes drive the design of pedagogy and assessment
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Ideas from the Roadmap
Oakleaf cites Meyer and Land (2010):
Need to avoid assessments that allow mimicry
Rather, declarative approach where students represent their
knowledge, such as concept
maps, portfolios, logs, blogs,
diaries
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Intermediate Thinking Processes
Blogs, digital stories, video documentaries, posters,
journals, wikis, LMS discussion boards, interviews with experts
Authentic tasks
“The Difference that Inquiry Makes: A Collaborative Case Study of Technology and Learning,” The Visible Knowledge Project, Ed. Randy Bass & Bret Eynon. Academic Commons: January 2009; http://academiccommons.org
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Moving Forward
• Encourage conversations/educational efforts amongst librarians who teach
• Start conversations with faculty AND students
• Find key allies in administration
• Enlist support from teaching and learning centers
• Develop communities of practice
• Don’t hesitate to try out what you’ve created/heard today
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Lingering thoughts or questions?
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Resources not already cited
ACRL Framework website http://acrl.ala.org/ilstandards/
Hofer, Amy R., Lori Townsend, and Korey Brunetti. “Troublesome Concepts and Information Literacy: Investigating Threshold Concepts for IL Instruction." portal: Libraries and the Academy, 12, no. 4 (2012): 387-405.
Meyer and Land. Threshold Concepts and Troublesome Knowledge (5): Dynamics of Assessment. In Meyer, Land, and Baillie, Threshold Concepts and Transformational Learning. Rotterdam, Sense, 2010.
Townsend, Lori, Korey Brunetti, and Amy R. Hofer. "Threshold Concepts and Information Literacy." portal: Libraries and the Academy, 11, no. 3 (2011): 853- 69.