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Get fit for the ACRL framework - Pichel & van der Blaak


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Presented at LILAC 2019

Published in: Education
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Get fit for the ACRL framework - Pichel & van der Blaak

  1. 1. Get fit for the ACRL framework Applying the Jigsaw Method Jaro Pichel & Rogier van de Blaak 25.04.2019 LILAC 2019, Nottingham
  2. 2. Rogier W. van de Blaak @JaroPichel #lilac2019 #getfitfortheACRL Jaro Pichel @JaroPichel Educational Specialist & Researcher @ Maastricht University Specialist Education Support @ Vrije Universiteit Amsterdam
  3. 3. What to expect? 1. Gain an understanding of the new ACRL framework and how it can complement existing information literacy practices 2. Develop lesson plans, activities, or techniques to integrate the ACRL framework into educational practices 3. Experience first-hand a pedagogical method, which can be used to introduce the ACRL framework to your colleagues
  4. 4. Why frameworks or norms? Conversation with faculty Assessing IL skills Input for learning goals and activities Internal discussions ? ?
  5. 5. ACRL Standards  ACRL Framework Standards (2000) Information = static Information literacy = checklist Yes/no Information literate Framework (2015) Information = dialogue, social construct Information literacy = lifelong learning Novice -> expert
  6. 6. The Six Frames Authority is Constructed and Contextual Information creation as a process Information has value Scholarship as an Conversation Research as Inquiry Searching as an strategic exploration
  7. 7. “Criticisms generally accept the Framework on its own terms and are concerned with its practicality, implementation, adaptability, and accessibility.” Beilin, 2015 “I worried about how I could rewrite student learning outcomes and revise assessment for my Viewpoint college’s entire curriculum (…)” Bombaro, 2016
  9. 9. JIGSAW METHOD Constructivi stic Collaborati ve
  10. 10. Jigsaw method 10’ 15’ 3’ 5’
  11. 11. Send at least one person from your home group to each expert table
  12. 12. Expert Groups What are the main characteristics of each frame? Could you think of examples where students are confronted with this frame? How are you currently addressing/teaching these frames at your university? 12 min
  13. 13. Home Groups Each ‘expert’ reports their frame to the group Select at least two frames that you want to address in your lesson plan Read assignment & formulate a lesson plan 15 min
  14. 14. Add your lesson plan to: XU
  15. 15. Format Description Pillar: Scholarship as an Conversation - Mapping Scholarly Conversation In this pre-research lesson, students create concept maps for topics that they are considering for research assignments. This allows them to formulate a clear and focused research question. Bachelor 2nd Year Estimated time: 25-35 minutes Materials needed: - White boards, poster-sized sticky notes, paper, or poster board - Example of a concept map Learning Goal - Student will develop a thoughtful and meaningful research question from a broad topic - Student will learn to recognize a well-thought-out research question facilitates the research and writing process Teaching and Learning Activities - Guidance: Showing students teachers concept map - Active learning: Let students draw their own concept map Formative Or Summative Assessment - Student’s peer-feedback their concept maps
  16. 16. Share your Lesson Example with us 
  17. 17. Let’s have a chat Jaro Pichel, MSc Educational Specialist & Researcher at Maastricht University Jaro Pichel Rogier W. van de Blaak Specialist Education Support @ Vrije Universiteit Amsterdam Rogier W. van de Blaak
  18. 18. Beilin, I. (2014). Beyond the threshold: Conformity, resistance, and the ACRL Information Literacy Framework for Higher Education. In the Library with the Leadpipe. Retrieved from http:// beyond-the- threshold- conformity-resistance -and-the-aclr-information- literacyframework-for-higher-education. Bombaro, C. (2016) "The Framework is elitist", Reference Services Review, 44 (4), 552-563, 0052.6 Reference list