A very warm welcome to our workshop get fit for the ACRL framework.
Let me briefly introduce myself and my Dutch colleague and co-facilitator for today’s workshop.Jaro: At Maastricht University, I’m leading a university-wide education innovation project to identify where students struggle in using information in their learning process. And based on the empirical evidence, we are developing an information literacy bachelor’s programme. I also authored and co-authored internal publications around information literacy. As I am supervising and coaching students in their research project, I also started with a professional coaching programme myself.
Rogier works as an specialist at the education support team at the Vrije Universiteit Amsterdam. One of his responsibilities is to harmonize the ACRL framework with existing information literacy efforts of the library. So, if you have questions about the challenges in integrating the framework, he is your man!
Before we start, I would like to shortly set the stage. So, what can you expect from today?For this session we defined 3 learning goals. First we will leave you with a greater understanding of the ACRL framework. Second, you are going to develop your own learning interventions to integrate the ACRL frameworkAnd third, you experience first hand a constructivistic pedagogical method called “Jigsaw method”
Of course the workshop is not only about Rogier and me. We will make us of an audience response tool to hear more about you. Please enter the URL on the right.
You might wonder, why do we actually work with frameworks for information literacy education? Here are a few advantages that come with a framework. Improve conversations with teachers Helps in assessing the information literacy skills of students It creates an overview of topics that are addressed in the courses Provides input for learning goals and learningactivities Internal discussions with colleagues
Alike the other frameworks, the ACRL took a major revision of their old standards in 2015/2016. Let’s first take a look how the standards differ from the framework. The concept of information, how it is presented in the old standards, is nowadays outdated. Information was considered as static.And today, with the influence of the internet and social media, we look at information very differently. Information is a result of interaction and dialogue, it is a social construct within the society.So, the way we look at information is different. The old standards view information literacy as a sort of checklist, you can tick the box what you have learned, then you are information literate. The framework views it as a continous learning process, a development from novice to expert.
Here are the 6 frames listed (extensive delphi study). Earlier they were called threshold concepts. I don’t go in detail here. You will receive a more precise description for your assignments anyways. What I want to stress is that the frames as beautiful as they sound, also resulted in a lot of confusion and misunderstanding among academic librarians.
One main critique point is based on the abstract threshold concepts, which are less prescriptive than clear learning outcomes. Many librarians, expressed their concerns to translate the rather abstract language of the framework into practical education.
So what can we do about it?
My tip: Don’t see the framework as something threatening. See it as an opportunity to rethink and update your information literacy education where necessary. See the 6 frames as an guide, collaborate with faculty teachers and information specialists to develop learning interventions adapted to your educational context. There are endless examples out there describing the benefits of a joint effort. In the end, faculty needs to feel equipped to teach information literacy within their curriculum. So go out and co-create worksheets, assignments, and lesson plans related to information literacy.
And this is exactly what we are going to do today!
Constructivistic: Learner is actively involved in constructing knowledge Collaborative learning: Learning occurs collectively by sharing and exchanging knowledge and ideasTo build effective interventions we will make use of an cooperative learning method called JIGSAW. Don’t worry, you will not have to puzzle. But similiar to an jigsaw puzzle, each piece — each member on your table— is essential for the completion and full understanding of the final product. Still abstact? Let me explain you the details.
We will follow three steps. First, you get two know your homegroup members Second, you come together in the expert groups and become knowledgeable about at least one frame of the ACRL framework. Third, the experts report their knowledge about the frame to the homegroup. Then, in the homegroup, you will work together on an case-assignment.
Ask participants to look below their chair and take the assigned number Tell participants that expert tables are marked with a colour Each perspn responsible for one of the frames should be able to teach the others about the frame when coming back to the homegroup
Explain assignment 2' - Each table focuses on one frame - Each table is provided with a short summary about the respective frame
- Discussion on each expert table will be guided by reflection questions around the frame to become an ‘expert’ -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?
Each ‘expert’ reports their frame to the group This can be done in 1 or 2 sentences Decide if you want to formulate a learning goal, a short learning lesson, or a learning activity etc. Refer to the examples from the Handout as inspiration Select at least two frames that you want to address in your lesson plan, learning activity etc. The lesson plan or learning activity can be send via email and will be later distributed to all workshop participants
When you are done with your assignment please send your learning activitiy in a word/ppt/excel file to my e-mail.We will share the output to you next week. This will hopefully give you some inspirations for integrating the ACRL framework in your institution.
Possible follow-up question:Was the ACRL framework supportive in designing these learning interventions?Thanks for your participation. Good luck with the implemntation of the ACRL framework at your institution!
Get fit for the ACRL framework - Pichel & van der Blaak
Get fit for the ACRL
Applying the Jigsaw Method
Jaro Pichel & Rogier van de Blaak
LILAC 2019, Nottingham
@JaroPichel #lilac2019 #getfitfortheACRL
Educational Specialist & Researcher
@ Maastricht University
Specialist Education Support
@ Vrije Universiteit Amsterdam
What to expect?
1. Gain an understanding of the new ACRL framework and
how it can complement existing information literacy
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
Assessing IL skills
Input for learning goals
ACRL Standards ACRL Framework
Information = static
Information literacy = checklist
Yes/no Information literate
Information = dialogue, social construct
Information literacy = lifelong learning
Novice -> expert
The Six Frames
as a process
Scholarship as an
Research as Inquiry Searching as an
“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
What to do about it?
Send at least one person
from your home group to
each expert table
What are the main
characteristics of each
Could you think of
examples where students
are confronted with this
How are you currently
frames at your university?
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
Add your lesson
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
Bachelor 2nd Year
Estimated time: 25-35 minutes
- White boards, poster-sized sticky
notes, paper, or poster board
- Example of a concept map
- 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
Let’s have a chat
Jaro Pichel, MSc
Educational Specialist & Researcher at Maastricht University
Rogier W. van de Blaak
Specialist Education Support @ Vrije Universiteit Amsterdam
Rogier W. van de Blaak
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://
threshold- conformity-resistance -and-the-aclr-information-
Bombaro, C. (2016) "The Framework is elitist", Reference Services
Review, 44 (4), 552-563, https://doi.org/10.1108/RSR-08-2016-