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Reframing the Standards

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Presented by Candice Benjes-Small and Rebecca Miller at The Innovative Library Classroom 2014 conference at Radford University

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Reframing the Standards

  1. 1. + Reframing the Standards A call for a new approach to defining proficiencies for instruction librarians Candice Benjes- Small, Radford University Rebecca K. Miller, Virginia Tech The Innovative Library Classroom Conference May 13, 2014
  2. 2. How do you describe a “good teacher”?
  3. 3. ACRL Standards for Proficiencies for Instruction Librarians and Coordinators 2004 charge: To develop a list of proficiencies required of instruction librarians and other librarians who contribute to instructional services and programs at their institutions, focusing on broad areas of proficiency rather than a comprehensive list of skills http://www.ala.org/acrl/standards/profstandards
  4. 4. 12 Major Proficiency Categories 1. Administrative skills 2. Assessment and evaluation skills 3. Communication skills 4. Curriculum knowledge 5. Information literacy integration skills 6. Instructional design skills 7. Leadership skills 8. Planning skills 9. Presentation skills 10. Promotion skills 11. Subject expertise 12. Teaching skills
  5. 5. Proficiencies Each category contains core skills for instruction librarians and many categories contain additional skills for instruction coordinators. The standards define 41 core proficiencies for instruction librarians and 28 additional proficiencies for instruction coordinators.
  6. 6. Do you currently use the Standards for Proficiencies? How? If you don’t use the Standards, what do you use to think about skills and proficiencies on this level? Consider: Training (professional development, continuing education) Evaluating Professional identity Discussion
  7. 7. What do you like about the Standards? What do you find challenging about the Standards? Discussion
  8. 8. IS Proficiencies Review Task Force Summer, 2013 Chaired by Sara Harrington, Head of Arts & Archives, Ohio University Libraries Five librarians tasked with reviewing the current document and writing recommendations Recommendation report submitted for Midwinter
  9. 9. Frustrations and Problems Laundry list approach Artificial separation of skills Seemed to be focused on granular level, not ‘big picture’
  10. 10. “A good teacher cannot be described in terms of isolated abilities or a long list of items…” Tigelaar et al (2004). The development and validation of a framework for teaching competencies in higher education, Higher Education, p. 255
  11. 11. Teaching Competencies “Teaching competencies are defined as an integrated set of personal characteristics, knowledge, skills and attitudes that are needed for effective performance in various teaching contexts.” Tigelaar et al (2004). The development and validation of a framework for teaching competencies in higher education, Higher Education, p. 255
  12. 12. More on Teaching Competencies “Teaching competencies are integrated and should be viewed as a whole repertoire a teacher has at his or her disposal. The teaching context is important; that is, teaching competencies must be viewed in the light of the various contexts in which teaching takes place.” Tigelaar et al (2004). The development and validation of a framework for teaching competencies in higher education, Higher Education, p. 255
  13. 13. Common Elements in Frameworks Content knowledge Didactic competencies Organizational competencies Scientific competencies Tigelaar et al (2004). The development and validation of a framework for teaching competencies in higher education, Higher Education, p. 255
  14. 14. Domains (Tigelaar et al. study) Person as a teacher Expert on content knowledge Facilitator of learning processes Developer Counselor Evaluator Organizer Scholar/lifelong learner
  15. 15. Examples: Domains  Items Person as a teacher ● Is skilled at communicating ● Has a positive attitude towards students ● Exhibits respect for all students Scholar/lifelong learner ● Is capable of reflecting on his/her performance ● Is capable of drawing conclusions from reflection ● Is open to innovations
  16. 16. Molenaar, et al. (2009). A framework of teaching competencies across the medical education continuum, Medical Teacher. Continuum (Molenaar et al. study)
  17. 17. Domains (Molenaar et al. study) Development Organization Execution Coaching Assessment Evaluation
  18. 18. Could we pursue a more holistic vision of library instruction? Could we use a framework approach? What would that look like? Re-imagining the Standards
  19. 19. What roles does an instruction librarian or coordinator play? What competencies does an instruction librarian/coordinator need to succeed in those roles? Instruction Librarian Roles
  20. 20. Now what? Task force submitted report to ACRL Impact of Draft Framework for Information Literacy?
  21. 21. 1. What was your biggest takeaway from this discussion? 2. What would you like to know more about in terms of instruction proficiencies, competencies, and frameworks? 3. Any other thoughts or comments? Quick Assessment
  22. 22. Questions or Comments? Candice Benjes-Small Radford University cbsmall@radford.edu Rebecca K. Miller Virginia Tech millerrk@vt.edu @rebeccakmiller
  23. 23. Image Credits Slide 2, 6, 7, 18, 19, and 21: http://openclipart.org/people/J_Alves/blackboard.svg

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