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Critical thinking for complex times - Pitts, Mallon & Upson

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Presented at LILAC 2019

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Critical thinking for complex times - Pitts, Mallon & Upson

  1. 1. Critical Thinking for Complex Times How the New Literacies Alliance Uses OER for Information Literacy … and how you can, too! Matt Upson, Oklahoma State University Melissa Mallon, Vanderbilt University Joelle Pitts, Kansas State University More Resources: http://bit.ly/NLA_LILAC2019
  2. 2. Workshop Outcomes ● Learning Outcome 1: Workshop attendees will discuss strategies for incorporating open online learning objects, such as the New Literacies Alliance lessons, into their instruction. ● Learning Outcome 2: Workshop attendees will map learning outcomes from the NLA lessons to the curriculum of one class, workshop, or department with which they work. ● Learning Outcome 3: Workshop attendees will create an action plan for modifying and augmenting an existing instruction session(s) using online learning objects.
  3. 3. Action Plan! ★ Identify a teaching opportunity (e.g. a course/program, a one-time instruction session, an undergraduate workshop) at your institution in which you would like to try using an NLA lesson. ★ What are your learning goals for the course, workshop, etc.? http://bit.ly/NLA_LILAC2019 make a copy of the “NLA Action Plan” document! Image source
  4. 4. NLA Purpose ● Information literacy + critical thinking ● Reduce redundancy/maximize resources ● Broader perspectives ● Open + collaborative practices ● ACRL Framework for Information Literacy
  5. 5. NLA Scope Agnostic content ● Technology ● Vendor ● Institution LMS integration 10 national partners CC-licensed online lessons 11 lessons and growing National repositories
  6. 6. NLA Impact Lessons taken 32,680 times since August 2015 Have been used in every U.S. state and 83 countries 2016 Innovation Award Shifts in instruction practices
  7. 7. Recent Lessons ● Fact-Checking/Web Literacy (Coming Soon) ● Reading Scientific Research ● Evidence-Based Practice ● Citations ● Information Access ● Scholarly Conversations ● Types of Information ● Search Strategies ● Question Authority
  8. 8. Why Scaffold? CC0 Public Domain: https://www.maxpixel.net/Workers-Scaffolding-Site-Scaffold-Construction-1617969
  9. 9. Using the Lessons ● Establishing foundational concepts ● Reviewing concepts or information practices ● Preparing for a class discussion or activity ● Self-paced online learning
  10. 10. Using the Lessons LTI Links
  11. 11. Using the Lessons Score Center
  12. 12. Critical Thinking Connection Photo Credit: Ken Whytock Flickr via Compfight cc Mix & match lessons to meet course learning goals ….. Want students to analyze how information evolves over time, depending on who’s talking about it? Use: ● Scholarly Conversations + ● Question Authority
  13. 13. Mapping to the Curriculum: Program Requirements HOD 2500 Systematic InquiryHOD 1250 Applied Human Development HODL 3204 Leadership Theory & Practice HODL 3264 Evidence-based Practice in Organizations ● Develop research strategies ● Differentiate types of sources ● Synthesize information ● Establishing research methods ● Evaluating sources ● Identifying published research ● Appraising research studies ● Creating interventions ● Secondary & case study research ● Problem solving and analyzing problems Search Strategies Types of Information Evidence Based Practice Data, Info, Knowledge & Reason Reading Scientific Research Types of Lessons Scholarly Conversations Ask the Right Questions Sample curriculum from Vanderbilt’s Peabody College, HOD Major
  14. 14. Mapping to the Curriculum: Accreditation Standards
  15. 15. Action Plan! ★ Which information literacy frameworks or concepts apply to your project (e.g. critically evaluating information; gathering evidence; scholarship as conversation; creating information)? ★ Which NLA lesson(s) would best meet your learning goals? ★ Who are the potential partners involved in the implementation of this lesson? What strengths do they bring to the partnership? Image source
  16. 16. Image source

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